Teacher's Guide - Rosetta Stone

English (American) – Level 2

Teacher’s Guide

Rosetta Stone Teacher’s Guide–English (American) Level 2ii

ISBN 978-1-60391-427-7

All information in this document is subject to change without notice. This document is provided for informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations, or warranties, either express or implied, about the information contained within the document or about the document itself. Rosetta Stone,® Contextual Formation,™ Language Learning Success,™ Adaptive Recall,™ and Dynamic Immersion® are trademarks of Rosetta Stone Ltd. Copyright © 2015 Rosetta Stone Ltd. All rights reserved.

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Table of Contents iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vLeveraging Technology for Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . v About Rosetta Stone Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v Welcome, Teachers! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v Rosetta Stone Foundations Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Inside the Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii Supplementary Materials Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x Lesson Adaptability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii

Unit 5: Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Grammar & Usage: Prepositions, Pronoun Contractions . . . . . . . . . . . . . . . . 5Lesson 1a: Travel and Destinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lesson 1b: Spatial Relationships–Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 1c: Spatial Relationships–Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson 1d: Journal Activity–My View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Grammar & Usage: The Imperative, Ordinal Numbers . . . . . . . . . . . . . . . . . . 13Lesson 2a: Exploring Ordinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Lesson 2b: Directions and Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Lesson 2c: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Lesson 2d: International Cultural Activity–Subway Scramble . . . . . . . . . . 20Lesson 2e: Journal Activity–How Do I Get There? . . . . . . . . . . . . . . . . . . . . . 21Grammar & Usage: Telling Time, Clock Times . . . . . . . . . . . . . . . . . . . . . . . . . . 23Lesson 3a: Telling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Lesson 3b: Arriving and Departing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 3c: Travel and Distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson 3d: Journal Activity–Traveling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Grammar & Usage: Future Tense, Indefinite Subject Pronoun . . . . . . . . . . 31Lesson 4a: Weather Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Lesson 4b: Weather Tomorrow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 4c: American Cultural Activity–Visiting a U.S. City . . . . . . . . . . . . . 36Lesson 4d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lesson 5a: Focused Activity–Listen Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Lesson 5b: Focused Activity–Reading a Newspaper . . . . . . . . . . . . . . . . . . 40Lesson 5c: Focused Activity–Speaking in Rounds . . . . . . . . . . . . . . . . . . . . . 41

Unit 6: Past and Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Grammar & Usage: Verb Tenses, Periods of Time . . . . . . . . . . . . . . . . . . . . . 47Lesson 1a: Past and Future Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesson 1b: Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Lesson 1c: Letter Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Lesson 1d: Journal Activity–Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Grammar & Usage: Indirect Object Pronouns, Asking for Repetition . . . 55Lesson 2a: School Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 2b: Meaning and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Lesson 2c: Past Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Lesson 2d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Lesson 2e: Journal Activity–Subjects of Discussion . . . . . . . . . . . . . . . . . . . 63Grammar & Usage: The Habitual Past, Punctuation . . . . . . . . . . . . . . . . . . . 65Lesson 3a: The Habitual Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Lesson 3b: When and Was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Lesson 3c: International Cultural Activity–Haiku . . . . . . . . . . . . . . . . . . . . . . . 70Lesson 3d: Work Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Lesson 3e: Journal Activity–Going to College . . . . . . . . . . . . . . . . . . . . . . . . . 74Grammar & Usage: Present and Past Tenses, Polite Phrases . . . . . . . . . . . 76Lesson 4a: Practice the Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Lesson 4b: Manners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 4c: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Lesson 4d: American Cultural Activity–Post Office Murals . . . . . . . . . . . . 84Lesson 4e: Journal Activity–Before and After . . . . . . . . . . . . . . . . . . . . . . . . . 86Lesson 5a: Enrichment Activity–Treasure Hunt . . . . . . . . . . . . . . . . . . . . . . . 87Lesson 5b: Focused Activity–Reading All Together. . . . . . . . . . . . . . . . . . . . 88Lesson 5c: Focused Activity–Writing Around the World . . . . . . . . . . . . . . . 89Lesson 5d: Focused Activity–Grammar and Travel Chat . . . . . . . . . . . . . . 90

Table of Contents

iv Rosetta Stone Teacher’s Guide–English (American) Level 2

Table of Contents (continued)

Unit 7: Friends and Social Life . . . . . . . . . . . . . . . . . . . . . 91Grammar & Usage: Direct and Indirect Objects, Calendar Terms . . . . . . 95Lesson 1a: Formal Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Lesson 1b: Giving and Following Instructions . . . . . . . . . . . . . . . . . . . . . . . . . 98Lesson 1c: Months of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100Lesson 1d: Journal Activity–Party Helpers . . . . . . . . . . . . . . . . . . . . . . . . . . .102Lesson 1e: American Cultural Activity–Every Month Is Different . . . . .103Grammar & Usage: Prepositional Phrases, Numbers . . . . . . . . . . . . . . . . . .105Lesson 2a: Social Interaction Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Lesson 2b: Timeliness and Numbers Greater Than 100 . . . . . . . . . . . . . .108Lesson 2c: Contact Information, Calendar Dates, and Imperatives . .110Lesson 2d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112Lesson 2e: Journal Activity–My Circle of Friends . . . . . . . . . . . . . . . . . . . . .113Grammar & Usage: Demonstrative Adjectives, Courtesies . . . . . . . . . . . .115Lesson 3a: Parties and Meals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116Lesson 3b: Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118Lesson 3c: Celebrations and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120Lesson 3d: Journal Activity–Minding Your Ps and Qs . . . . . . . . . . . . . . . . .122Lesson 3e: International Cultural Activity– Celebrate Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123Grammar & Usage: Expressing Politeness, Preferences . . . . . . . . . . . . . . .125Lesson 4a: Music and Forms of Good and Bad . . . . . . . . . . . . . . . . . . . . . . .126Lesson 4b: Busy and Free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128Lesson 4c: Apology and Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130Lesson 4d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132Lesson 4e: Journal Activity–The Good Arts . . . . . . . . . . . . . . . . . . . . . . . . . .133Lesson 5a: Focused Activity–Reading Articles . . . . . . . . . . . . . . . . . . . . . . .134Lesson 5b: Focused Activity–Rows of Grammar Fun . . . . . . . . . . . . . . . . .135Lesson 5c: Focused Activity–Listening Carefully . . . . . . . . . . . . . . . . . . . . .136

Unit 8: Dining and Vacation . . . . . . . . . . . . . . . . . . . . . . .137Grammar & Usage: Adverb of Degree, Preposition Use . . . . . . . . . . . . . . .141Lesson 1a: Expectations About the Future . . . . . . . . . . . . . . . . . . . . . . . . . .142Lesson 1b: Asking and Answering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144Lesson 1c: Dining In and Dining Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146Lesson 1d: Journal Activity–Dinner at My House . . . . . . . . . . . . . . . . . . . . .148Grammar & Usage: Negation, Types of Things . . . . . . . . . . . . . . . . . . . . . . . .149Lesson 2a: Music and Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150Lesson 2b: Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152Lesson 2c: Seek and Find . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154Lesson 2d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156Lesson 2e: Journal Activity–Music Review . . . . . . . . . . . . . . . . . . . . . . . . . . .158Grammar & Usage: Expressing Emotions, Sequencing Events . . . . . . . .159Lesson 3a: Worship Sites and Basic Emotions . . . . . . . . . . . . . . . . . . . . . . .160Lesson 3b: Length of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162Lesson 3c: Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164Lesson 3d: American Cultural Activity–Traditional American Music . . .166Lesson 3e: Journal Activity–Travel Agent . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167Grammar & Usage: Possession, Modal Verbs . . . . . . . . . . . . . . . . . . . . . . . . .169Lesson 4a: Vacations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170Lesson 4b: Quantity and Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172Lesson 4c: Going to the Beach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174Lesson 4d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176Lesson 4e: Journal Activity–Stranded on an Island . . . . . . . . . . . . . . . . . . .178Lesson 4f: International Cultural Activity–Ancient Rome . . . . . . . . . . . . .179Lesson 5a: Enrichment Activity–Lost and Found . . . . . . . . . . . . . . . . . . . . .180Lesson 5b: Focused Activity–Reading Paragraphs . . . . . . . . . . . . . . . . . . .182Lesson 5c: Focused Activity–Vocabulary Mobile . . . . . . . . . . . . . . . . . . . . .183Lesson 5d: Focused Activity–Find the Error . . . . . . . . . . . . . . . . . . . . . . . . . .184Lesson 5e: Level 2 Review: Radio Broadcast–Part 1 . . . . . . . . . . . . . . . . . .185Lesson 5f: Level 2 Review: Radio Broadcast–Part 2 . . . . . . . . . . . . . . . . . .186

Index of Lesson Activities . . . . . . . . . . . . . . . . . . . . . . . .187Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191Samples and Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . .197

vIntroduction

Welcome, Teachers!

Welcome to the Rosetta Stone Foundations Teacher’s Guide. We are pleased to work with you to achieve your English-language classroom goals.

English is the most sought-after language in schools across the nation. In 2013, more than four million students were enrolled as English-language learners in U.S. public schools—representing more than 9 percent of all students enrolled. These children are among the 62 million people five years of age and older living in the United States who speak a language other than English at home—62 percent of whom speak Spanish, with the rest speaking one of 450 other languages.

Given diverse student needs, and as student enrollment increases and education standards rise, your work as a teacher in the English-language classroom becomes all the more valuable—and all the more demanding. To support that work, Rosetta Stone provides flexible and scalable solutions for teaching English learners. Our personalized, intuitive, and structured language-learning programs—together with your guidance—can help ensure student success.

Leveraging Technology for Language Learning

Our solutions unlock understanding of new languages and cultures. At the core of the Rosetta Stone Foundations philosophy of language learning are two principles: (1) an immersive approach as a highly effective and engaging way for beginners to learn language, and (2) interactive technology as a powerful tool for activating that process.

By leveraging technology in the classroom, teachers can provide access to tools that help students build their foundational language skills. This expands teachers’ instructional reach and allows for increased focus on higher order learning in the classroom.

About Rosetta Stone, Inc.

Today, Rosetta Stone produces the world’s leading language-learning solutions. Rosetta Stone has a long history in language learning and has had strong relationships with thousands of schools and districts across the globe for two decades. For more than 20 years, Rosetta Stone has helped educators in K-12 schools deliver innovative solutions to expand ESL and World language programs essential for students to succeed in a global economy. Since the early days of the first language computer labs, Rosetta Stone has helped forge and leverage the role of technology in the field of language acquisition and learning, a field that continues to expand dramatically.

Our goal is to provide the best research-based language-learning technology and ensure the success of students, teachers, and administrators. More than 20,000 educational institutions have used our interactive solutions that provide a path that schools and districts can follow with confidence.

For more information, visit RosettaStone.com.

Rosetta Stone Teacher’s Guide–English (American) Level 2vi

Rosetta Stone Foundations Pedagogy There is no universally agreed-upon “right” way to teach or learn a new language. We understand that learners have different preferences and needs based upon their goals, their learning environments, their timelines, their ages, and other personal characteristics.

With this in mind, language learning in our immersion environment makes it possible for your students to build confidence and develop a solid foundation in everyday conversational skills with a guided, self-paced approach. Rosetta Stone Foundations enables your students, regardless of their ages, abilities, or language backgrounds, to acquire new language skills easily in a rich and dynamic environment.

Rosetta Stone achieves this result by merging immersion instruction with interactive multimedia technology in a step-by-step sequence of Lessons. We combine the voices of native speakers, written text, and vivid real-life images to teach new words and grammar inductively through a process of creative discovery. Students indicate comprehension at every step and the program provides instant feedback—features that enable your students to monitor their own progress and take ownership of their Lessons and their learning.

This individualized, building-block approach gives learners a continuous experience of success from the start. Day after day, they will come to class with the confidence and the language skills to participate in classroom activities. This allows you to focus on using the social, conversational environment of the classroom to prepare learners for communicating in English in everyday life.

viiIntroduction

Inside the Teacher’s GuideThe Lesson Plans in this Teacher’s Guide offer imaginative strategies to help you integrate the Rosetta Stone® Foundations program into your classroom. Addressing multiple learning styles, the engaging activities in each Lesson challenge students to communicate in their new language during real-world situations they may encounter at home, in their communities, across the country, and around the globe.

Lessons in the Teacher’s Guide go hand in hand with those in the Rosetta Stone software, allowing you to guide your students as they make those all-important seamless

connections between what they learn while interacting with the computer and what they practice during hands-on classroom activities. Each Lesson is presented in an easy-to-follow format showing that day’s learning objectives, featured vocabulary, recommended materials, difficulty level, approximate time span, and more. We tell you how to prepare ahead, and then guide you through every step of each activity. You’ll even see suggestions along the way as to instructional options you may wish to consider.

Lesson Words Taught or Reviewed

Lesson Identification

Level of Difficulty

Minutes to Complete this Activity

Featured Vocabulary

Lesson Objectives

Activity Category

Activity Title

Learning Domains

Activity Instructions

Lesson Title

Recommended Materials

Sample Response

Rosetta Stone Teacher’s Guide–English (American) Level 2viii

Unit Guidance

At the beginning of each Unit, Software Lesson Descriptions summarize the vocabulary, grammar features, and conversational language taught in each of the corresponding Rosetta Stone® Foundations software Lessons. The Featured Dialogue offers a quick overview of thematic conversations within the Unit that present new vocabulary and grammatical structures in real-life contexts.

Following the Software Lesson Descriptions is an Introduction to the Unit’s Lessons, featuring tips for teaching the Unit and summaries of all the Lessons.

Vocabulary Taught or Reviewed

These word lists appear in each A, B, and C Lesson of the Teacher’s Guide and showcase terms that are taught or reviewed in the corresponding Core Lessons of the Rosetta Stone Foundations software. Consider using these lists to enhance students’ recognition and understanding of English words in the following ways:

• Enhance pronunciation and reading skills by writing vo-cabulary on the board and engaging students in choral recitations.

• Invite students to create their own flashcards for personal practice and easy reference during Lesson activities.

• Encourage students to explore the meaning of English words and their use in context by writing sentences or short stories with the target vocabulary.

Word of the Day

One featured word appears in the lower right-hand corner of each A, B, and C Lesson in the Teacher’s Guide and is used to highlight themes from corresponding Core Lessons of the Rosetta Stone Foundations software. The Word of the Day can be a springboard for a variety of classroom activities. For example:

• Discuss the meaning of each term and encourage students to use the target word in written sentences.

• Use target terms in questions that inspire students to share their personal experiences (What type of vaca-tion do you prefer: camping by a lake or staying in an expensive hotel?).

ixIntroduction

Many Lesson activities in the Teacher’s Guide are labeled with one of Dr. Gardner’s intelligences:

• Bodily-Kinesthetic

• Interpersonal

• Intrapersonal

• Logical-Mathematical

• Musical-Rhythmic

• Naturalist

• Verbal-Linguistic

• Visual-Spatial

Level of Difficulty

Most Lesson activities in the Teacher’s Guide are rated on a continuum from simple to difficult, with ratings represented by red check marks:

4 4 4 4 4Simple

4 4 4 4 4Easy

4 4 4 4 4Medium

4 4 4 4 4Moderate

4 4 4 4 4Difficult

Bloom’s Taxonomy

In his 1956 Taxonomy of Educational Objectives: The Classification of Educational Goals, University of Chicago educational psychologist Benjamin Bloom described three learning domains:

• Cognitive

• Affective

• Psychomotor

Most Lessons in the Teacher’s Guide are classified according to the skills that characterize the cognitive domain, according to Bloom’s Taxonomy. These skills span the continuum from concrete to abstract thinking:

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

Multiple Intelligences

The definition of learning intelligences, commonly known as Multiple Intelligences, was developed by Dr. Howard Gardner, Harvard University professor of education. In his 1983 book, Frames of Mind: The Theory of Multiple Intelligences, Dr. Gardner identified various ways in which people best understand and interact with their world. He encouraged educators to identify and reinforce students’ diverse learning talents by providing classroom activities that tap into these strengths and stimulate retention.

Rosetta Stone Teacher’s Guide–English (American) Level 2x

Supplementary Materials DescriptionRosetta Stone® provides a range of supplementary materials that extend the learning content of the Rosetta Stone Foundations software Lessons to the classroom. These additional materials have been developed in response to customer demand and are available for the most requested languages and program levels.

Course Content

The Course Content details the content of each Lesson, as presented in the software, and includes an index to all words in the program. This valuable reference allows you to see at a glance what your students are learning as they work on Lessons at the computer, and it enables you to incorporate Rosetta Stone Foundations content into your classroom curriculum. The index to all words in the program identifies the Units and Lessons where words are first introduced and then reinforced.

Student Workbook

The Student Workbook includes a quiz and a variety of worksheets for each Lesson in the Rosetta Stone Foundations program. These materials help reinforce students’ learning and boost their comprehension and writing skills. You may choose the appropriate worksheets to provide your students with additional practice in class or at home.

Student Tests

The Tests include Listening and Reading focused tests for each Lesson in the Rosetta Stone Foundations program, as well as a comprehensive Test for each Unit. You may use these materials to support your ongoing assessment of your students’ language-learning process.

xiIntroduction

Lesson Adaptability

Learning Styles and Skills

The language-learning process is unique for each student, so Lessons in the Rosetta Stone Foundations software and Teacher’s Guide offer a broad range of flexibility. You will find it easy to adapt activities in the Teacher’s Guide according to your students’ learning styles and strengths. Activities are classified according to their placement along the Bloom’s Taxonomy learning continuum (application, analysis, synthesis, and others). They also address the various learning styles (bodily-kinesthetic, logical-mathematical, naturalist, and others) that align with Gardner’s Multiple Intelligences theory. Consider these classifications when adapting Lessons to target the diverse learning styles and abilities found among your students.

Focused Activities

Learners who may need extra help in their language studies should be evaluated to assess their individual learning strengths and challenges. After the assessment, set aside time periodically for these students to work through the recommended Focused Activities in the Rosetta Stone Foundations software. These special Lessons in the Teacher’s Guide provide additional reinforcement of concepts introduced in the software and practiced in classroom activities. Focused Activity Lessons are designed to ensure success and build confidence through small-group activities centering on reading, writing, listening, speaking, and vocabulary. These activities target knowledge, comprehension, and application skills (as identified in the Bloom’s Taxonomy listings) to help students form a solid foundation of basic concepts. Often, an approach that taps into students’ strengths can be the key to learning a language.

Enrichment Activities

The Enrichment Activities in this Teacher’s Guide were created for students with exceptional language-learning abilities. These unique independent-study projects challenge gifted language learners with eye-opening, real-world issues, and require in-depth research, creative problem solving, establishment of timelines, and adhering to deadlines. Taking ownership of such broad-scale projects allows students to explore different perspectives of the language they are learning. You will find Enrichment Activities ideally suited for modification based on each student’s strengths.

Gifted language learners may be more productively engaged when involved in activities that target the higher-order thinking skills of analysis, synthesis, and evaluation. Additionally, Journal Activities allow these students to express unique opinions, elaborate on ideas, examine possibilities, and explore the nuances of their newly learned language.

Raise the Bar

Found in the sidebar, Raise the Bar offers ideas to expand activities in challenging ways for stronger learners. Tasks may extend Unit vocabulary, use technology to execute and present a project, propose a fresh angle in order to research and discuss a topic, or connect the lesson with a cultural context. These additional options can stimulate stronger learners with activities that develop their comprehension, analysis, synthesis, and evaluation skills.

Rosetta Stone Teacher’s Guide–English (American) Level 2xii

Teaching to Standards

Today’s academic learning standards aim to prepare students for college and career readiness in the 21st century. However, learners need not first achieve English-language proficiency before beginning to develop standards-based academic competencies. Learners can be supported in building college and career readiness skills within the context of language learning. By enriching time-tested language pedagogy with a few additional strategies, you can provide a bridge between language learning and academic content standards.

Teach general academic vocabulary. Rosetta Stone Foundations’ language-learning curriculum focuses primarily on social and functional vocabulary. However, language learners can benefit from additional classroom vocabulary instruction that targets the academic language they are likely to encounter in a broader educational context. You can support learners’ academic achievement by looking for opportunities to address these concepts in the context of their language-learning activities. Particular standards may have specific, targeted vocabulary, but most concepts are universally applicable, including sentence, essay, compare, purpose, and effect.

Ask text-dependent questions . Language learners are commonly asked to relate spoken or written texts to their own knowledge or experiences. It is important to supplement this approach with a range of text-dependent questions that require students to pay close attention to the particulars of a written or spoken text. Today’s academic standards emphasize comprehension that is grounded in text evidence rather than prior knowledge or personal experience. You can support learners’ academic progress by ensuring that that reading, writing, listening, and speaking activities provide opportunities for them to draw text-based conclusions.

Build knowledge through texts. Whenever possible, use content-rich texts that support both language learning and knowledge building in specific content domains. Engaging with written or spoken texts that use appropriately leveled language to explore topics and ideas in social studies, the sciences, and the arts can build language and broader academic skills simultaneously. This also creates opportunities to teach and discuss domain-specific vocabulary and concepts that occur in the texts.

Elementary Students

The goal of Rosetta Stone Foundations language-learning software is to enable learners to acquire a language the same way they learned their first language—through complete immersion. Our immersion environment allows students to experience language learning much the same way as they learn naturally: through constant exposure to the language, consistent correction in pronunciation and vocabulary definition, and manipulations (associating words and objects with meanings). According to the American Council on the Teaching of Foreign Languages, people who are exposed to another language at a young age have the advantage of being more proficient than those who study another language later in life. The early years of life are an excellent period in which to build a language-learning foundation.

With modifications to the Lessons in this Teacher’s Guide, younger learners can be guided to make the most of their natural ability to grasp languages. As you shape Lessons to address young students’ unique learning style, you prepare a solid foundation for new language acquisition. Younger students gain priceless exposure to the language and explore it in a communicative environment when their unique learning styles are addressed.

xiiiIntroduction

You should take into account the skill and language levels of your students when planning Lesson adaptations. For preliterate students, use Lessons in which pictures and sound accompany text. For emergent readers, focus on highly meaningful and communicative words. Brief activities are more likely to keep students productively engaged. By emphasizing the basic themes of the Lessons and focusing on pictures and tangible items, you will help your students grasp the connection between vocabulary words and their meanings. Imitative activities and choral recitations are excellent ways to encourage students to practice pronunciation individually and in group settings. You will want to lead older students through basic sentence and phrase constructions, accompanied by modified Journal Activities for learners who seem ready for them.

To make language learning more personal, encourage students to use their language skills in their communities, with English-speaking neighbors and friends, for example. Language use in real-life settings will reinforce Lesson concepts. As students successfully use their language skills outside the classroom, they may decide to continue practicing and learning on their own.

College Students

With class participation an overarching element of most Lessons in the Teacher’s Guide, college students are already one step ahead. They are likely already accustomed to class discussions, giving presentations, and speaking aloud extemporaneously. Consider modifying Lesson activities to be more relevant to actual situations that college students encounter and to incorporate more advanced topics, such as local and global current events. Group work should include longer-term, more complex assignments that can be accomplished outside the classroom. And, for learners who are excelling in English, Enrichment Activities should inspire ideas for projects similar to independent studies.

Encourage your students to use the Rosetta Stone software on their own time and to incorporate language-learning experiences into their fields of study, interests, or hobbies. College is an ideal time to gain exposure to different cultures, so urge learners to participate in language clubs, film festivals, and cultural and international events. You may wish to assign them to document their experiences in these extracurricular activities through writing or other media. College students can also transport the classroom into the community by volunteering to use their first- and second-language skills at community service functions, such as voter registration drives.

With the Rosetta Stone Foundations program as the heart of their language-learning experiences inside and outside the classroom, college students will be able to communicate more effectively, more comfortably, and with more understanding of the linguistic foundations of their new language.

Rosetta Stone Teacher’s Guide–English (American) Level 2xiv

1

Unit 5

TravelGrammar & Usage: Prepositions, Pronoun Contractions . . . . . . . . . . . . . . 5Lesson 1a: Travel and Destinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lesson 1b: Spatial Relationships–Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 1c: Spatial Relationships–Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson 1d: Journal Activity–My View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Grammar & Usage: The Imperative, Ordinal Numbers . . . . . . . . . . . . . . . . 13Lesson 2a: Exploring Ordinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Lesson 2b: Directions and Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Lesson 2c: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Lesson 2d: International Cultural Activity–Subway Scramble . . . . . . . . . 20Lesson 2e: Journal Activity–How Do I Get There? . . . . . . . . . . . . . . . . . . . 21Grammar & Usage: Telling Time, Clock Times . . . . . . . . . . . . . . . . . . . . . . . . 23Lesson 3a: Telling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Lesson 3b: Arriving and Departing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 3c: Travel and Distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson 3d: Journal Activity–Traveling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Grammar & Usage: Future Tense, Indefinite

Subject Pronoun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Lesson 4a: Weather Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Lesson 4b: Weather Tomorrow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 4c: American Cultural Activity–Visiting a U.S. City . . . . . . . . . . . 36Lesson 4d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lesson 5a: Focused Activity–Listen Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Lesson 5b: Focused Activity–Reading a Newspaper . . . . . . . . . . . . . . . . . 40Lesson 5c: Focused Activity–Speaking in Rounds . . . . . . . . . . . . . . . . . . . 41

Rosetta Stone Teacher’s Guide–English (American) Level 22

Unit 5: Travel Introduction to Unit 5This first Unit in Level 2 of the Rosetta Stone® software and Teacher’s Guide instructs students in some of the most-needed English communication skills for anyone venturing past the comfort of their own home. Travel and spatial relationships of people, places, and objects are overarching themes that mesh frequently as students learn to give and follow directions, navigate through cities using maps, tell time and differentiate between units of time, and talk about the weather and destinations.

Teaching Unit 5Many of the Lesson plans you will encounter in this Unit challenge students to collaborate with their fellow learners in scriptwriting, games, interviews, and other activities designed to augment English communication skills and enhance interpersonal learning. There will be numerous kinesthetic learning activities, which should appeal to nearly all students and help the more inhibited ones develop confidence in communicating through physical expression while interacting with you and their peers. You will have opportunities to discuss travel to international and U.S. cities during two cultural activities in which students write an American city travelogue and interpret the subway maps of international cities.

Lesson 1a: Travel and Destinations The first Lesson introduces the verb to go through questions that challenge students to respond orally and in writing about their travel plans and dest-inations. In groups, they will prepare to-do lists and make presentations about their errands to the rest of the class.

Lesson 1b: Spatial Relationships–Part 1 Today’s Lesson gives students opportunities to describe where they and others are in relation to people and places. This also provides practice in using pronouns and introduces students to the difference between wanting and needing to go somewhere.

Lesson 1c: Spatial Relationships–Part 2 Learning how to give and follow directions is important for all language learners. In this Lesson, your students will practice both skills, as well as describe and ask questions about the spatial relationships of objects and landmarks. You will challenge them to give reasons for choices they make.

Lesson 1d: Journal Activity–My View Today, students will practice writing directions and describing the locations of people and objects.

Lesson 2a: Exploring Ordinal Numbers This Lesson expands upon the topics of directions and location through introduction of ordinal numbers and modes of transportation. Today, a series of activities will give your students practice in sequencing and describing the order in which people and objects are arranged.

Lesson 2b: Directions and Location Your students will continue to assimilate new English vocabulary by describing objects in greater detail and giving more advanced directions than they have to date.

Lesson 2c: Review This lively Review activity gives students the opportunity to use humor in class to create a dialogue that incorporates giving directions, describing landmarks, and other elements from this and Lesson 1. Students’ new skills will be challenged in real-life situations when they must pose direction-related questions to family members and report their findings during a future class session.

Lesson 2d: International Cultural Activity–Subway Scramble In what will likely be an eye-opening experience for many of your students, this Cultural Activity brings the world of international subway systems into focus. Students will learn how to interpret a subway map and will practice asking and giving directions to points along the maze of subterranean lines.

Lesson 2e: Journal Activity–How Do I Get There? Today, students will use their imaginations when writing about travel on various modes of transportation.

3

Lesson 3a: Telling Time Learning to tell time in English will be invaluable for your students. During this class, they will use a clock to practice telling time, and will use vocab-ulary from this and previous Lessons to describe their daily routines.

Lesson 3b: Arriving and Departing In today’s Lesson, the world of time expands for your students—from seconds and minutes through months and years. In a series of exercises, they will apply these time intervals to arrival and departure schedules and in a timeline they create with their peers.

Lesson 3c: Travel and Distance When it comes to travel, time and distance are closely related. Today, students will begin using the terms near and far and will apply their math skills to reach conclusions about relative distance and travel time.

Lesson 3d: Journal Activity–Traveling The world is at their fingertips as students write in English about traveling.

Lesson 4a: Weather Today In addition to introducing can and a new contraction—can’t—this first of a two-part Lesson lets students practice weather and environmental vocabulary as they plan and present a mock television weather report about today’s conditions.

Lesson 4b: Weather Tomorrow What better way to introduce the future tense than by talking about the weather forecast? In this Lesson, your students will continue their mock television weather broadcasts by forecasting future weather conditions. They will also talk and write about upcoming plans, focusing on phrases with the word on, as in On Friday I am going to the theater.

Lesson 4c: American Cultural Activity–Visiting a U .S . City A map of the United States is the springboard to an imaginary journey your students will write about in this Cultural Activity. This travelogue exercise is sure to elicit countless scenarios as students write about destinations, modes of transportation, distances, arrival and departure times, and the fun of getting to where they are going.

Lesson 4d: Review Being able to scan printed material is a good skill for readers of any proficiency level. In today’s activity that reviews Unit 5, your students will scan magazines and newspapers in search of familiar Lesson vocab-ulary words, then speculate as to their context within the publication. Extending this activity outside the classroom, they will use some of the words they found to create sentences about family, friends, or happenings in their community.

Lesson 5a: Focused Activity–Listen Up Today, learners must pay close attention as they listen to a one-paragraph story. They will have a copy of the script to follow as you read and they must fill in blanks that appear throughout the version they have before them.

Lesson 5b: Focused Activity–Reading a Newspaper Bring in copies of newspapers today because students needing extra help will get further practice in the art of scanning. They will scan the papers for known vocabulary, then hypothesize about the context in which the words appear.

Lesson 5c: Focused Activity–Speaking in Rounds Today’s relaxed class will allow learners to talk with each other in small groups using questions you provide to guide them through their conversations.

Unit 5

5Unit 5

Grammar

Prepositions

Discuss with learners that prepositions connect elements of a sentence and express relationships of time, manner, or place.

In the sentences that follow, note the function of the preposition: The woman is sitting in the theater. The post office is beside the bookstore. The horse is in front of the museum. I want to pay with a credit card.

Use the following definitions, as needed, to further clarify the concept of prepositions: in inside an enclosure on resting on top of something beside next to or to one side under below another object or place behind in back of an object or place in front of placed before an object or place with having, possessing, plus, or together

Usage

Pronoun Contractions

Explain to learners that in conversational speech and informal writing, words may be contracted. A contraction is an abbreviation or shortening of two words by combining them and replacing one or more letters with an apostrophe. Note the following personal pronouns and their contracted forms with the verb to be: I am I’m you are you’re he is he’s she is she’s we are we’re they are they’re

Grammar & UsageUnit 5, Lesson 1


Vocabulary Introduced or Practiced:bankbuygasgogoinghome librarymuseumpost officestadiumstationtheater

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use the verb go to describe task-related travel. • Answer questions about travel destinations.

Skill Builder

After-School Destinations

1. Call on one student to answer the question “Where are you going after school today?”

2. After the learner answers in a complete sentence using going (“I am going to the grocery store.”), she should then ask the same question of a peer.

3. Continue until all students have answered and asked the question.

Third-person and plural option: Students ask questions about others in the class. For example: Where is Matthew going this afternoon? Where are Paolo and Andrea going after dinner?The destinations in students’ answers may be real or fictitious.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Verbal-Linguistic

Unit 5, Lesson 1, Part ATravel and Destinations

7Unit 5

Engage and Explore

Running Errands

1. Divide the class into groups of four students.

2. Learners will list 10 places where they might go to run errands on a weekend. Challenge students to use new vocabulary terms such as: cafe gas station library

3. Learners should be prepared to describe the tasks associated with the errands at each place.

4. Each group should present its to-do list to the class by describing where each student is going and the tasks that will be performed. For example: I am going to the cafe to buy coffee. Tony is going to the gas station to buy gas. Gail and Carolyn are going to the library to read books.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Interpersonal

Assessment

Holiday Travel

1. Challenge students to describe (in a five-sentence paragraph) where they would like to go and what they would like to do during their next school break.

2. Essays should include a minimum of three destinations.

3. After several volunteers read their essays aloud to the class, collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Intrapersonal

Word ofthe Day:goodbye

RAISE THE BARHave students write 4-5 paragraphs, one for each destination, plus an introduction and conclusion. They can draw from informational texts to give reasons why they want to go each place and what they will do there. Remind them to check their work for correct word use, grammar, spelling, and sentence structure. Introduce how to cite references, including underlining titles, giving the author’s and publisher’s names, and the date of publication and page number. Advise students that they should always cite their sources.


Vocabulary Introduced or Practiced:behindbesidefrontleftright

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use spatial terms to describe their locations. • Describe landmarks using directional and spatial terms.

Materials: Card stock

Jump Start

Learning About Locations

1. Ask each student this question: “Where are you?”

2. Learners will respond with the terms behind, beside, and in front of, and should describe locations in relation to peers and classroom objects. For example: I am sitting beside Carlos and in front of Teresa. I am standing behind the table.

3. Continue until everyone has had a turn.


Engage and Explore

On Location

Prepare Ahead: • Card stock to be used as signs for locations.

1. As a class, generate a list of building landmarks to display on the board. Be sure to include the following Lesson terms: stadium bank post office museum library cafe hotel theater 2. Divide the class into groups of three students.

Unit 5, Lesson 1, Part BSpatial Relationships–Part 1

9Unit 5

Word ofthe Day:stadium

3. Direct each group to write five sentences, using the previous landmark terms and the following location terms: left behind right in front of beside Sample sentences include: The cafe is on the left. The theater is on the right. The post office is beside the bookstore and behind the hotel. I am sitting in front of the museum. We are going to the stadium to play soccer.

While students work, label card stock with location terms.

4. Have each group take turns reading sentences, using signs as needed to illustrate the locations of landmarks. For instance, a student with a post office sign stands beside a peer holding a bookstore sign and behind a peer holding a hotel sign to illustrate the sentence: The post office is beside the bookstore and behind the hotel.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Bodily-Kinesthetic

Assessment

Preferred Places

1. Direct students to write a short story that describes a location of their choosing.

2. Stories should include vocabulary terms for: age (old/new) spatial relationship (in front of/behind/beside) directions (left/right) colors sizes

3. After learners take turns reading their stories, collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Verbal-Linguistic


Vocabulary Introduced or Practiced:mapmaps

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use directional and spatial terms to describe the locations of people and objects. • Discuss the correct placement of landmarks on a map, using directional and spatial terms.

Materials: Mapmaking materials: collage paper, poster board, markers, colored pencils

Skill Builder

Left and Right

Prepare Ahead: • Classroom objects to be used as props (pens, books, newspapers).

1. Explain to students that they will be using the terms left and right to describe peers and classroom objects in ways such as: Javier is on my left. Danielle is on my right. My pen is in my left hand. The newspaper is beside my right foot.

2. After modeling several examples, allow two or three minutes for students to obtain the props they may want to use in their descriptions.

3. Learners then take turns performing their descriptions for the class.

Provide a few examples while facing away from the class, to address the confusion that sometimes results when the speaker’s left is the observer’s right. Allow students to do the same during their presentations, to clarify left/right orientation.


Real-Life Learning

Community Map

Prepare Ahead: • Mapmaking materials: collage paper, poster board, markers, colored pencils.

1. Generate, as a class, a list of known terms for building landmarks. Display the list on the board.

2. Divide the class into groups of three or four students.

Unit 5, Lesson 1, Part CSpatial Relationships–Part 2

11Unit 5

Word ofthe Day:right

3. After learners design and draw buildings that represent known terms, they should place these landmarks on a community map.

4. Assign each group one or two landmarks and offer guidelines for uniform size. Students should then discuss the colors, shapes, and features of their landmarks.

5. After students design and label their landmarks, they will decide (as a class) the position of each landmark on the map. Conversations should include use of the terms:

left in front of right behind beside

6. Once landmarks are in place, challenge each student to describe a landmark using known location terms.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Visual-Spatial

Assessment

Directional Chain

1. Place a chair at the front of the classroom.

2. Give the following direction to a student (calling him by name): Alberto is standing beside the chair.

3. After the learner takes his place beside the chair, continue giving directions to each student. Use the following pattern to develop a chain of learners:

Emily is standing behind Alberto. Luke is standing beside Emily. Jillian is standing in front of Luke.

4. Once everyone is in place, call on volunteers to describe their positions using two of the following terms:

left in front of right behind beside For example, Emily might say, “Alberto is in front of me, and Luke is on my right.”



After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Describe the locations of people, animals, and objects in their home environments.

Learning For Life

My View

Have students use their journals to record observations about the locations of family members, pets, and objects in their homes. Students should check their work for correct word use, grammar, spelling, and sentence structure.

Sample entry: I am sitting on my bed and my cat is beside me. My blanket is on the left and my pillows are on the right. My dog is sleeping in front of the bed. My mother is going to the grocery store, and my brothers are going to the park.

Unit 5, Lesson 1, Part DJournal Activity–My View

13Unit 5

Grammar

The Imperative

Explain that the grammatical term for a command is an imperative. As an adjective, the word imperative means necessary. To state an imperative is to command someone to do something.

An imperative is formed by beginning a sentence with a verb and omitting the subject. The subject is an “understood” you; it is understood to be there, but it is not stated.

Turn right. (You turn right.)

Go straight ahead to the park. (You go straight ahead to the park.)

Usage

Ordinal Numbers

Explain to students that 1, 2, 3, 4, 5, and so on are cardinal numbers, or counting numbers. Ordinal numbers, or words that name the order of items in a sequence, are first, second, and third, for example.

Cardinal Ordinal one first 1st two second 2nd three third 3rd four fourth 4th five fifth 5th six sixth 6th seven seventh 7th eight eighth 8th nine ninth 9th ten tenth 10th

Ordinal numbers have varying forms, so advise learners to pay close attention to individual constructions. Ordinal numbers are also commonly abbreviated (as shown in the third column above), by adding the ending of the ordinal number to the Arabic numeral.

Note that ordinal numbers over 20 are formed by terms such as twenty, thirty, and so on plus the ordinal term for the “ones” place: twenty-third, thirty-second, fifty-fourth

For numbers that end in y, direct students to change the y to an i and add -eth to form the ordinal number: Cardinal Ordinal forty fortieth fifty fiftieth sixty sixtieth



Vocabulary Taught or Reviewed:linenumber

firstsecondthirdfourth

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Identify the ordinal terms first, second, third, and fourth. • Use ordinal terms to describe people, objects, and numbers.

Materials: four sheets of paper

Jump Start

Orderly Ordinals

1. Write the following terms on the board: first second third fourth


3. Have the members of each group take turns standing beside each other as you ask the class: Who is the ____ person in line? Students should answer in complete sentences.


Extending the Text

Who’s First? What’s Second?

Prepare Ahead: • Four sheets of paper labeled first, second, third, fourth. • Small classroom objects that represent known terms (pen, newspaper, book).

1. Display each sheet of paper as students read the ordinal term aloud.

2. Place pages on the floor at the front of the classroom, beside each other and in order.

Unit 5, Lesson 2, Part AExploring Ordinal Numbers

15Unit 5

Word ofthe Day:restroom

3. Write the words first, second, third, and fourth on the board, above each page.

4. Write the words who and what on the board, above the ordinal numbers. Remind students that who refers to people, and what refers to objects.

3. Ask two volunteers to each stand on one page. Place one object each on the remaining two pages.

4. Direct students to answer questions such as the following: Who is first? What is second? What is third? Who is fourth?

5. Activity continues until everyone has answered a question and volunteered to stand on a page.

Option: Students take turns asking ordinal-number questions.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Visual-Spatial

Assessment

Number Sense

1. Write a series of four-digit numbers on the board.

2. Have students take turns answering questions about the first, second, third, and fourth numerals in each number. For example: What is the first number? What is the second number?

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Logical-Mathematical


Vocabulary Taught or Reviewed:aheadbusdrivegetgettingoffrestroomseatstopstraightsubwaytaketakingtaxiturnturning walk

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use imperative verb forms, directional terms, and ordinal numbers to direct others to a destination. • Accurately restate directions given by peers.

Materials: Photos of taxis, buses, and subways Art materials

Skill Sharpener

Types of Travel

1. Display photos of taxis, buses, and subways.

2. Have students name each form of transportation.

3. Ask questions such as: Which has the most seats? Where do you get on the bus? Where do you get off the subway? What color is this taxi?


Curriculum Connection

From Here to There

1. Divide the class into pairs of students.

2. Direct each group to write a script about two people giving and receiving directions.

3. Groups should also draw a basic map that shows beginning and ending landmarks, as well as the route that corresponds to their script.

4. Scripts should include: The opening line “Excuse me, how do I get to the ____?” A minimum of two directions. The closing line “You’re welcome.”

Unit 5, Lesson 2, Part BDirections and Location

17Unit 5

Word ofthe Day:bus

Sample script: Student 1: Excuse me, how do I get to the library? Student 2: Take the bus to the third bus stop. Get off the bus, and walk to the second street. The library is on the right. Student 1: Thank you. Student 2: You’re welcome.

5. Have partners take turns practicing each role before performing their skit for the class. Each group should also display its map.

6. After all projects have been presented, collect scripts and maps for evaluation.

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Interpersonal

Assessment

How Do You Get to School?


2. Direct partners to interview each other about their home-to-school routes.

3. After students take notes during their interview, they should write a set of directions (in sentence form) that begins and ends with: ____ is at home, but he is going to school. ____ is at school.

4. Sentences should include: mode(s) of transportation landmarks ordinal numbers directional terms imperatives (turn left, turn right, go straight ahead)

5. Ask for several volunteers to read directions.

6. Collect papers and evaluate.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Verbal-Linguistic


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write, read, and speak dialogues with directional vocabulary. • Use information from home interviews to describe directions.

Classroom Community

In-Class Activity–Scenario Skits

1. Divide the class into small groups of students.

2. Each group will write and perform a skit about a scenario that involves transportation, ordinal numbers, landmarks, directional terms, or other concepts learned in Lessons 1 and 2. Sample scenarios: The bus driver has amnesia! Your group must direct her to the school by telling her the route to drive.

Your group has just arrived at the seats that are listed on your concert tickets, but another group is already sitting there.

You are a group of celebrities riding in a taxi, on your way to a ceremony that is being held in your honor. When you realize that the taxi driver is lost, you must direct him to your destination.

While you are standing in line, others keep cutting in and changing your position from first to second, second to third, and so on.

While you are working at a grocery store, people keep coming up to you to ask where certain products are located.

Unit 5, Lesson 2, Part CReview

19Unit 5

Community Connection

Out-of-Class Activity–Routine Interviews

1. Direct students to interview two family members about a routine trip. Examples include: the commute to and from work errand-running traveling to and from school Learners should include questions about directions, landmarks, and modes of transportation.

2. Students should then use their interviews to write a report (2-3 paragraphs) about their family members’ trips, including as much detail as possible. Students should check their work for correct word use, grammar, spelling, and sentence structure.

3. Collect reports after students present their interviews to the class.

RAISE THE BARDivide students into groups to present their reports. Group members then summarize the reports by comparing and contrasting the various trips described by their peers.


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss the layout of a city, using information obtained from maps of international subways.

Connecting to Culture

Subway Scramble

1. Assign each student the name of an international city whose subway system map they must find. Learners may find their maps at this website: people.reed.edu/~reyn/transport.html

Color prints of maps should be used.

2. After introducing new terms as necessary, have learners answer questions such as the following: How many different colored lines does this subway have? What country is this subway system in? What city is this subway system in? Which line is the longest? Which line is the shortest? Which line has the most stops? Which line has the least stops?

3. Students should then list landmarks and circle them on the map. Sites may include: library bank cafe hotel stadium theater

4. Have each student pair up with a peer after selecting one subway station as a starting point.

5. Partners should then ask each other questions such as: How do you get to the library? How do you get to the bank? When responding, students should explain which subway lines to take to get to that destination.


Unit 5, Lesson 2, Part DInternational Cultural Activity–Subway Scramble

21Unit 5

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Write about different modes of transportation and explain when they are useful.

Being Creative

How Do I Get There?

Students should write two sentences each about situations in which they would use the following types of transportation: taxi car subway bicycle bus

Unit 5, Lesson 2, Part EJournal Activity–How Do I Get There?

RAISE THE BARHave students research and then compare/contrast different modes of transportation in their journals. Alternatively, have students write an argument and support a position on the use of a particular mode of transportation and its environmental impact. They should include (and define) new vocabulary relevant to the topic. Remind them to check their work for correct word use, grammar, spelling, and sentence structure.

23Unit 5

Usage

Telling Time

Explain to learners that o’clock is a form of of the clock. It refers to time on the hour, when the minute hand is exactly on 12. It is two o’clock. 2:00 It is nine o’clock. 9:00

To express time on the half hour, learners should say “thirty” after the number of the hour. It is three thirty. 3:30 It is five thirty. 5:30

Learners may state minutes past an hour by giving the hour followed by the minutes. It is five fifteen. 5:15 It is eight thirty-seven. 8:37 It is twelve forty-five. 12:45

Usage

Clock Times

Explain how a twenty-four hour clock is a system of time-telling in which the hours of the day are numbered from 0000 hours (12:00 a .m .) to 2300 hours (11:00 p .m .). Have learners note that the United States does not use the twenty-four hour clock, but instead divides the day into a .m . and p .m . The hours from 12 o’clock midnight to 12 o’clock noon are referred to as a .m ., and the hours from 12 o’clock noon to 12 o’clock midnight are called p .m .

To more clearly express a period of time, learners may add a time-of-day prepositional phrase: It is nine twenty-five a .m . or It is nine twenty-five in the morning. It is three forty-two p .m . or It is three forty-two in the afternoon. It is ten thirty p .m . or It is ten thirty at night.



Vocabulary Taught or Reviewed:a.m.clockhour hoursminuteso’clockp.m.secondstimewatch

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use correct terms for time on the hour. • Connect activities to appropriate hours of the day.

Materials: Wrist watch World map with time zones clearly displayed

Quick Start Review

What Time Is It?

Prepare Ahead: • Analog clock with movable clock hands. • Wrist watch.

1. Set the clock hands to various times on the hour. Call on volunteers to tell the time.

2. Point to a clock and a wrist watch, and ask students to identify each of these objects.


Real-Life Learning

Timetable

Prepare Ahead: • World map with time zones clearly displayed.

1. Direct students to prepare a personal, daily timetable by listing eight activities and their corresponding times, beginning and ending with the sentences: I wake up at _____. I go to bed at ____. All entries should fall on the hour and include an a.m. or p.m. designation.

Unit 5, Lesson 3, Part ATelling Time

25Unit 5

Word ofthe Day:o’clock

2. Students will then choose a city outside of the United States and, using time zone data from the world map, write a timetable that compares activities and times with the information from Step 1. For example: I wake up at six o’clock a.m. in Denver. In Rome, it is two o’clock p.m. People are eating lunch. I eat breakfast at six o’clock a.m. in Denver. In Beijing, it is eight o’clock p.m. Children are studying.

3. As students take turns reading their timetables to the class, they should point out their cities on the map.

Times may be written as numerals or words.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Logical-Mathematical

Assessment

Round-the-Clock Round Robin

1. Start the round-robin exercise by asking one student a question such as, “What do you do at 6:00 p.m.?”

2. After the student answers (“I eat dinner at 6:00 p.m.”), she will then ask a peer about another time of day.

3. Activity continues until everyone has had a turn asking and answering a question.



Vocabulary Taught or Reviewed:airplane airportarrivearrivesdelayeddepartdepartsflightpassportsuitcasesuitcasesticketstrainwaiting

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss travel details with a peer. • Describe events on a travel timeline.

Materials: Analog clock (real or prop) Copies of travel scenario (see Step 2, Assessment activity), one per student (see Appendix A)

Skill Builder

Increments of Time

Prepare Ahead: • Analog clock (real or prop).

1. Set the clock hands to various times and ask volunteers to tell the time by: beginning with times on the hour continuing with times on the half-hour ending with times on the quarter-hour

2. To generate a.m. and p.m. designations, set the clock hands to 6:30 and say, “I am eating breakfast.” Students should respond with “You are eating breakfast at 6:30 a.m.” Continue with additional times and task-related statements, while students respond with appropriate a.m. or p.m. descriptions.


Learning for Life

Traveling Abroad

1. Generate, as a class, an arrival and departure schedule for an airport or train station. For example: Arrivals Departures Rome–8:00 a.m. Paris–9:37 a.m. Moscow–11:02 a.m. New York–12:46 p.m.


Unit 5, Lesson 3, Part BArriving and Departing

27Unit 5

3. Each group will write a script for a dialogue about traveling, and should include information such as the following: arrival and departure times modes of transportation terms for travel necessities: on time seat number delayed suitcase waiting hotel passport room number ticket

4. After groups perform their dialogues, collect scripts and evaluate.


Assessment

In a Hurry

Prepare Ahead: • Copies of travel scenario (see Step 2), one per student.

1. Divide the class into groups of four students; distribute a scenario to each member.

2. Read the following scenario aloud as students follow along: You are in Paris and are going to Rome on the 8:01 a.m. train. This train is expected to arrive in Rome at 5:35 p.m. You overslept and woke up at 7:00 a.m. There is a 20- minute bus ride to the train station from your home; that bus departs at 7:32 a.m.

3. Direct each group to create a timeline of events from 7:00 a.m. to 5:35 p.m. For each time listed, learners should include where they are, what they are doing, or why they are doing something. The beginning of a timeline may look like the following: 7:00 a.m. - I am waking up. 7:01 a.m. - I am washing my face and brushing my teeth in the bathroom. 7:05 a.m. - I am in the kitchen because I am eating breakfast. 7:10 a.m. - I need my suitcase, ticket, and passport from the bedroom. 7:15 a.m. - I am running to the bus stop.

4. After groups present their timelines to the class, collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: KnowledgeMultiple Intelligences: Verbal-Linguistic

Word ofthe Day:time


Vocabulary Taught or Reviewed:formilemiles

seventyeighty ninety

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use numbers appropriately in sentences that describe travel and cost. • Use known terms to describe the illustrations of a travel story.

Materials: Art materials

Quick Start Review

Number Recognition

Prepare Ahead: • Selected Lesson photos from this Lesson and previous Units.

1. List 10 numerals ranging from 70–99 on the board.

2. Have each student write a travel- or cost-related sentence that uses one of these numerals. For example: I am waiting for flight 74. My seat number is 82. It is 70 miles to New York. My camera costs 98 dollars.

3. Learners should recite their sentences aloud to the class.



Traveling Travelogues

Prepare Ahead: • Art materials.


2. Each group member should draw a wordless comic strip (minimum six panels) that illustrates an airplane or a train trip.

Unit 5, Lesson 3, Part CTravel and Distance

29Unit 5

Word ofthe Day:miles

3. Students should then write a description of their illustrations on a separate sheet of paper.

4. Have each learner pass his comic strip to the peer seated on his left.

5. Direct students to write sentences (below their own descriptions) describing their peer’s illustrations.

6. Comic strips are again passed to the left, as students repeat Step 5.

7. Activity continues until students once again have their own comic strips.

8. Each student takes a turn describing his comic strip to his small group, as you circulate around the room and listen to the stories.

Illustrations and students’ descriptions will be used for the following Assessment activity.


Assessment

Travelogue Interpretations

Prepare Ahead: • Use students’ comic strip illustrations and descriptions from the previous Curriculum Connection activity.

1. Each student should display and describe her comic strip to the class. After she is finished, her group mates from the previous activity should share their descriptions of her drawings with the class.

2. After everyone has had a turn, lead a brief discussion about similarities and differences in the interpretation of art.

3. Collect comic strips and descriptions for evaluation.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Interpersonal


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write about pleasant travel experiences.

Being Creative

Traveling

Have students write in their journals about the ways they enjoy traveling. Topics may include visits with relatives, everyday travels, or long-distance scenarios. Students should use transition words correctly to connect ideas in sentences and paragraphs; and check their work for correct word use, grammar, spelling, and sentence structure.

Unit 5, Lesson 3, Part DJournal Activity–Traveling

31Unit 5

Grammar

Future Tense

Explain to students that one way of expressing future events is to use the present progressive form of go plus an infinitive (to + verb): Tomorrow I am going to study. It is going to rain today. They are going to eat dinner.

Learners can now express occurrences in two tenses, distinguishing when actions happen. Present progressive They are eating dinner. Future They are going to eat dinner. Present progressive Today I am buying an umbrella. Future Tomorrow it is going to rain.

Grammar

Indefinite Subject Pronoun

Explain that it is a pronoun. A pronoun replaces a noun that has already been named. Call learners’ attention to the use of it in this sentence: It is ten miles to the restaurant.

Note that it generally means the same as the noun phrase that follows is. In the above sentence, it is linked to ten miles to the restaurant by way of the linking verb to be (is), and therefore this is a predicate noun construction. Encourage learners to think of it as an “empty” or indefinite subject. This pattern occurs often in English.

When English speakers refer to the temperature of the day or night, or to the weather, they generally say, “It is hot” or “It is cold.” Students may find this use of the pronoun it puzzling, and might ask what it refers to. Explain that when it is used this way, we often refer to it as an indefinite subject pronoun. It refers generally to the day or to the weather, but to no specific antecedent. It is raining at the lake. It is snowing in the mountains. It is cold at the beach today. It is hot in the woods today.



Vocabulary Taught or Reviewed:Barcelonabecancan’tcloudybeach lakemountainsrainrainingsnowsnowingsunnytomorrowweatherwoods

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use the terms can and can’t appropriately when answering questions. • Combine knowledge of weather and environmental vocabulary to describe current weather conditions.

Materials: Art materials Wall map of the world

Jump Start

What Can You Do?

1. Ask questions such as: Can you cook? Can you play soccer? Can you drive a car?

2. Students should answer in complete sentences, using can or can’t.


Engage and Explore

Today’s Weather Report

Prepare Ahead: • Art materials. • Wall map of the world.

1. Divide the class into groups of four or five students.

2. Each group should prepare a mock television weather report about current weather conditions in various international cities and areas such as mountains, lakes, and beaches. Students should choose places that allow them to use most of the vocabulary from this Lesson, including the terms hot and cold.

Unit 5, Lesson 4, Part AWeather Today

33Unit 5

Word ofthe Day:can

3. Inform students that this activity is the first of a two-part assignment. Groups should only report on current weather conditions and save other information for a subsequent Lesson, when they will report on future weather conditions.4. One student from each group will be the newsroom anchor; the others will be correspondents reporting from outside locations.

5. Encourage the use of maps with graphics for the following weather conditions: hot cloudy cold raining sunny snowing

6. Have each group take turns reporting to the class.


Assessment

Environmental Scenarios

1. Write the following words on the board: beach rain sunny lake raining weather mountains snow cloudy woods snowing

2. Have students write a three-paragraph scenario using all of the listed words. Learners might describe a favorite day or an imaginary situation involving the above locales and weather conditions. Remind them to check their work for correct grammar, spelling, and sentence structure.

3. Collect papers and evaluate for overall quality and appropriate use of new vocabulary.



Vocabulary Taught or Reviewed:coldgoing tohot study

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Correctly use on as a preposition when describing their upcoming activities on specific days of the week. • Combine knowledge of weather and environmental vocabulary to describe future weather conditions.

Materials: Art materials Wall map of the world

Focus and Motivate

On and On–Plans for Days of the Week

If possible, have the class arrange their chairs in a circle. If this is not feasible, questions may be asked in order by rows.

1. Begin this round-robin exercise by asking a question such as the following: Anna, what are you going to do on Tuesday?

2. After Anna answers the question, she should pose a similar question to her peer. For example: On Tuesday I am going to go to the doctor. Lucas, what are you going to do on Friday?

3. Questions and answers should follow this pattern, with students using the preposition on before the days of the week. For example, Lucas may respond: On Friday I am going to go to a concert. Pablo, what are you going to do on Sunday?

4. The chain of questions and answers continues until all students have answered, with the last student completing the chain by calling on you, the teacher.


Unit 5, Lesson 4, Part BWeather Tomorrow

35Unit 5

Word ofthe Day:tomorrow

Engage and Explore

Tomorrow’s Weather Report

Prepare Ahead: • Art materials. • Wall map of the world.

1. Students should work with the same weather-reporting groups and locations as in the previous Lesson.

2. Groups will prepare an expanded version of their TV weather reports with additional forecasts for tonight, tomorrow, and next week.

3. As in the earlier Lesson, each group will designate one student as the anchor reporter; the others will be field correspondents.

4. Groups should present their reports to the class.


Classroom Community

What Is Everyone Doing?

1. Direct each student to interview two peers about their plans for the weekend.

2. Learners should write a minimum of three sentences about each peer.

3. Advise students to also include three sentences about their own weekend plans.

4. Remind students to use the future tense when writing their descriptions, for example: Eric is going to play soccer on Saturday afternoon. On Sunday afternoon he is going to watch a movie. On Sunday evening he is going to eat dinner with his family.

5. After several volunteers read their interviews, collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.



After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss travel to American cities.

Materials: Art materials Map of the United States


Visiting a U.S. City

1. Display the map of the United States.

2. Generate, as a class, a list of the major American cities. Take this opportunity to introduce the names of cities that may be unknown to learners.

3. Each student will design a personal travel journal, selecting destinations from the class list of cities.

4. Learners should choose four different destinations and write about: the order in which they will visit cities the way they will travel (by train, subway, car, taxi, bus, or airplane) the time differences between cities

5. After students present their travel journals to the class, lead a brief discussion about travel in the United States.


Unit 5, Lesson 4, Part CAmerican Cultural Activity–Visiting a U.S. City

37Unit 5

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Identify known terms in magazines. • Use known terms to write about home and community events.

Materials: Magazines, one per student Colored markers

Classroom Community

In-Class Activity–Marvelous Magazines

Prepare Ahead: • Magazines, one per student. • Colored markers.

1. Distribute magazines.

2. Have learners scan their magazines for known terms (minimum 15) and use colored markers to highlight these words, phrases, and sentences.

3. Call on several volunteers to read their highlighted terms in the context of the phrase, sentence, or paragraph in which they appear.

4. In preparation for the take-home activity, students should write 10 of their highlighted terms on a separate sheet of paper for use as a reference.


Out-of-Class Activity–Community News

1. Have students take home their reference sheets from the previous activity.

2. Learners should use the terms on their reference sheets to write two paragraphs about activities and events that take place at home, with family, with friends, or in the community.

3. Direct students to bring their articles to class and share them with the group.

4. Collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

Unit 5, Lesson 4, Part DReview

RAISE THE BARHave students identify 10 unknown words and phrases from the magazines, and then try to determine their meanings from the context, writing down what they think is the definition. Using dictionaries, they should confirm the meanings, revising the definitions they first noted.


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Identify known terms in the context of a story.

Materials: Copies of Version 1 script, one per student (see Appendix B) Copies of Version 2 script, one per student (see Appendix C) Download Version 1 script Track 9

Extra Help

Listen Up

1. Play Version 1 script while student listen. Suggest they close their eyes so they can concentrate on the story. Then ask general comprehension questions such as: Who is this story about? Where is she going? Who does she see? What else did you hear?

2. Distribute Version 1 scripts and play the audio again as students read along silently.

3. Collect Version 1 scripts and distribute Version 2 scripts.

4. Play the story again as students fill in the blanks.

5. Redistribute Version 1 scripts for students to check their work.

6. Read the story aloud as a group.

Unit 5, Lesson 5, Part AFocused Activity–Listen Up

39Unit 5

Version 1 Script:

Today is Wednesday and Heather is taking the bus to school. She is sitting at the bus stop with a big umbrella, waiting for the bus. She is wearing a red sweater because she is cold, and a blue raincoat with a rain hat. The hat covers her short black hair. The bus is delayed because of the rain and Heather is getting hungry. The bus stop is in front of a cafe, so Heather wants to buy a sandwich. The sandwich costs three dollars. The bus arrives at the bus stop, and it is blue and white. People are getting on and off the bus. Heather gets on the bus, and she is eating her sandwich. She is taking her books to school. She is studying Arabic. Heather is sitting beside a man with a yellow jacket, and she is sitting behind a young woman with blue pants and a green shirt. The man is 55 years old, and the young woman is 27 years old. They are going to the airport. He works at the airport, and she is going to China. Her parents are from China, and she is studying Chinese.

Version 2 Script:

Today is __________ and Heather is taking the bus to school. She is __________ at the bus stop with a big umbrella, waiting for the __________. She is wearing a red sweater because she is __________, and a blue raincoat with a rain hat. The hat covers her short black __________. The bus is delayed because of the __________ and Heather is getting hungry. The bus stop is in front of a cafe, so Heather __________ to buy a sandwich. The sandwich costs __________ dollars. The bus arrives at the bus stop, and it is __________ and white. People are getting on and off the bus. Heather gets on the bus, and she is __________ her sandwich. She is taking her books to school. She is studying __________. Heather is sitting beside a man with a yellow _________, and she is sitting behind a young woman with blue pants and a green shirt. The man is 55 years old, __________ the young woman is __________ years old. They are going to the airport. He __________ at the airport, and she is going to China. Her parents are from ___________, and she is studying Chinese.

4 4 4 4 4


RAISE THE BARHave students select an article of interest from the newspaper and choose 10 unknown words or phrases relevant to the context. They should try to determine their meanings from the context, then confirm the definitions by referring to a dictionary.

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Identify known words, phrases, and sentences in newspapers.

Extra Help

Reading a Newspaper

Prepare Ahead: • Newspapers (one copy per student). • Colored markers.

1. Distribute newspapers.

2. Direct students to scan their newspapers (including advertisements) to find known words, phrases, and sentences. Learners should then highlight these terms with colored markers.

3. Have students take turns reading their highlighted words, phrases, and sentences in the context of which they appear.

4 4 4 4 4

Unit 5, Lesson 5, Part BFocused Activity–Reading a Newspaper

41Unit 5

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Ask and answer questions in a small-group setting.

Extra Help

Speaking in Rounds

1. Divide the class into groups of three students, and instruct learners to ask each other some of the questions you have listed on the board (these can be taken from the Course Content). For example: Where are you going? Where are you? Where do you want to go? Where is the restroom? Do you want this seat?

2. On the other side of the board, write possible answers for students to choose.

3. Students should focus on one question at a time until they feel comfortable asking and answering it. Learners can then move on to the next question.

4 4 4 4 4

Unit 5, Lesson 5, Part CFocused Activity–Speaking in Rounds

43

Past and FutureGrammar & Usage: Verb Tenses, Periods of Time . . . . . . . . . . . . . . . . . . . 47Lesson 1a: Past and Future Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesson 1b: Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Lesson 1c: Letter Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Lesson 1d: Journal Activity–Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Grammar & Usage: Indirect Object Pronouns, Asking

for Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Lesson 2a: School Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 2b: Meaning and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Lesson 2c: Past Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Lesson 2d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Lesson 2e: Journal Activity–Subjects of Discussion . . . . . . . . . . . . . . . . . 63Grammar & Usage: The Habitual Past, Punctuation . . . . . . . . . . . . . . . . . . 64Lesson 3a: The Habitual Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Lesson 3b: When and Was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Lesson 3c: International Cultural Activity–Haiku . . . . . . . . . . . . . . . . . . . . . 70Lesson 3d: Work Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Lesson 3e: Journal Activity–Going to College . . . . . . . . . . . . . . . . . . . . . . . 74Grammar & Usage: Present and Past Tenses, Polite Phrases . . . . . . . . . 76Lesson 4a: Practice the Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Lesson 4b: Manners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 4c: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Lesson 4d: American Cultural Activity–Post Office Murals . . . . . . . . . . . 84Lesson 4e: Journal Activity–Before and After . . . . . . . . . . . . . . . . . . . . . . . . 86Lesson 5a: Enrichment Activity–Treasure Hunt . . . . . . . . . . . . . . . . . . . . . . 87Lesson 5b: Focused Activity–Reading All Together . . . . . . . . . . . . . . . . . . 88Lesson 5c: Focused Activity–Writing Around the World . . . . . . . . . . . . . 89Lesson 5d: Focused Activity–Grammar and Travel Chat . . . . . . . . . . . . . 90

Unit 6


Unit 6: Past and Future Introduction to Unit 6As new English speakers, your students will cross over a major plateau in Unit 6 as they learn to communicate in both the past tense, which was encountered briefly at the end of Unit 5, and the future tense. These give learners a foundation from which to describe events and plans in greater detail and with more nuances than ever before. In addition to these new tenses, Lessons revolve around letter writing, giving and receiving, school and workplace environments, and time management. Manners and social pleasantries emerge in dialogues and Lesson activities, and there will be more “ah-ha!” moments as your students begin to grasp more complex subtleties of the English language.

Teaching Unit 6By this time, you will likely be noticing that your students are exhibiting more poise and assertiveness as they communicate with you and fellow classmates. Their vocabulary and range of verb tenses are now sufficient to carry on meaningful dialogue with English speakers outside of the class-room as well. You should encourage students to strike up conversations with salesclerks, waiters, fellow sports enthusiasts, and people they meet in social settings. Every opportunity to practice their new language in real settings is going to work wonders at building their confidence and moving them toward someday being a fluent English speaker.

Lesson 1a: Past and Future Tenses This Lesson introduces the future tense and provides practice with past and present progressive tenses by focusing on yesterday, today, and tomorrow. In writing and speaking exercises, students will be challenged to describe their future and past activities.

Lesson 1b: Giving Today, practicing the new verb give, your students will take part in a hands-on activity in which they physically give and receive objects and describe in English what they are doing and have just done. This will get your students up and moving and will ensure that everyone participates.

Lesson 1c: Letter Writing Be sure to prepare ahead for this class by bringing a blank envelope for each student. After you introduce the class to the basics of letter writing and relevant English vocabulary, students will write consumer letters. At the end of the class, they will evaluate letters written by their peers.

Lesson 1d: Journal Activity–Goals This Activity is two-fold: students will have the opportunity to reflect on their personal goals and then will write about them in three tenses.

Lesson 2a: School Subjects In today’s busy world, being able to manage one’s time effectively is a must. During this Lesson, while your students create a mini-version of a personal planner, they will be practicing vocabulary related to subjects they study in school and past, present, and future activities they have planned. The terms next and last are especially useful as students consider what to enter in their planners.

Lesson 2b: Meaning and Understanding Signs are excellent tools to use when teaching mean and understand. This Lesson allows students’ creativity to have free rein as they design signs with unique meanings. A class competition adds excitement to the design challenge.

Lesson 2c: Past Tense Today’s Lesson is bound to draw out even the shyest members of your class as student groups create stories round-robin style, adding more and more details to the plot with each rotation. This activity encourages group collaboration and provides more practice with past tense.

Lesson 2d: Review Personal letters are generally chock full of statements and questions in past, present, and future tenses. Letters that students write in class today will contain a variety of tenses, as well as questions posed to the letter recipients. This assignment will carry over to the students’ homes, where they will conduct interviews.

45

Lesson 2e: Journal Activity–Subjects of Discussion In their journals, students will have the opportunity to step out of your language-learning classroom and write about what intrigues them in another teacher’s subject area.

Lesson 3a: The Habitual Past Be sure you are familiar with the tricky distinction between used to and use to as students practice the habitual past form. They will pantomime verb forms and do other exercises that will help them contrast the habitual past and the simple present.

Lesson 3b: When and Was The passage of time changes all, and in this Lesson your students will be challenged to listen, write, and speak about the past and current states of being.

Lesson 3c: International Cultural Activity–Haiku Spend enjoyable class preparation time finding examples of haiku to read aloud to your students, then encourage their imaginations to soar as they write their own haiku in English.

Lesson 3d: Work Roles In this Lesson students will get extensive vocabulary practice as they play a question-and-answer game about stores and shopping.

Lesson 3e: Journal Activity–Going to College This two-fold Journal Activity combines a writing exercise with Internet research as students explore institutions of higher education.

Lesson 4a: Practice the Simple Past Chanting and clapping in unison to a rhythmic beat should help your students focus on the nuances of sentences containing verbs in past tense forms.

Lesson 4b: Manners Your students will certainly encounter real-life English-language situations that demand courteous queries and responses. Activities today focus on social phrases—such as would you like—that may occur in settings including restaurants, stores, or homes.

Lesson 4c: Review As students create find-a-word puzzles in English, they exercise their command of spelling and definitions and have fun coming up with clues that may stump their peers.

Lesson 4d: American Cultural Activity–Post Office Murals History and art go hand in hand with English today as your students explore and present information about murals that were created on public buildings in the United States during the Great Depression.

Lesson 4e: Journal Activity–Before and After Self-reflection sets the stage as students focus on personal changes over the past year and write about them using verbs in present and past imperfect forms.

Lesson 5a: Enrichment Activity–Treasure Hunt In this activity, designed to provide an enhanced learning opportunity, students will plan and implement a treasure hunt, in the classroom or throughout the school. They will create clues and a map to lead fellow students to the location of a prize.

Lesson 5b: Focused Activity–Reading All Together As they view photos of people doing a variety of activities, students needing extra reading practice will participate in choral reading and individual reading aloud.

Lesson 5c: Focused Activity–Writing Around the World With a world map to focus on, pairs of students needing extra speaking and grammar practice will ask questions of each other, and reply, about traveling to selected countries. This exercise will challenge students in the use of various tenses.

Lesson 5d: Focused Activity–Grammar and Travel Chat An important skill is being able to put words into appropriate categories. In this team-based extra-help activity, students will be asked to recall and place vocabulary words into certain categories.

Unit 6

47Unit 6

Grammar

Verb Tenses

Review with learners the three verb tenses they have learned so far:

1. The present progressive tense is used to indicate something that is happening now. It uses a form of to be and a present participle. She is buying clothes. He is swimming. I am visiting my friends.

2. The future tense indicates something that has not yet happened but will. A common future construction uses the present progressive form of go plus an infinitive. She is going to buy clothes. He is going to swim. We are going to visit our friends next month.

3. The past simple tense refers to completed actions. It is expressed in one word with the past form of the verb. Regular past simple verbs are formed by adding –ed to the base word. She played tennis yesterday. Irregular past simple verbs change in various ways. I bought a newspaper last Friday. She swam a mile last Tuesday. You wrote a book! They ate chocolate. Remind learners that regular and irregular past simple verbs use the same form for all persons: I played tennis yesterday. You swam a mile last Tuesday. We played tennis yesterday. They swam a mile last Tuesday.

Vocabulary

Periods of Time

Explain to students that different verb tenses are used with the words yesterday, today, and tomorrow. For example: The past tense is used with yesterday: She played tennis yesterday. The present tense is used with today: Today I am swimming. The future tense is used with tomorrow: They are going to visit their grandmother tomorrow.



Vocabulary Taught or Reviewed:ateboughtplayedransoldswamvisitwroteyesterday

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use the past and future tenses when describing their personal schedules. • Discuss images using correct sentence forms and various verb tenses.

Materials: Lesson and magazine photos that depict past, present, and future actions

Skill Sharpener

Yesterday, Today, and Tomorrow

Prepare Ahead: • Lesson and magazine photos that depict past, present, and future actions.

1. Write the terms yesterday, today, and tomorrow on the board.

2. Display Lesson and magazine photos. Call on students to describe the action depicted in each photo, while pointing to one of the words written on the board. For example, students might answer:

The girl is swimming today. The girl swam yesterday. The girl is going to swim tomorrow.

3. Students will repeat the exercise using these verbs: buy drive cook run play drink eat read walk sell sleep


Unit 6, Lesson 1, Part APast and Future Tenses

49

Word ofthe Day:dictionary


What Am I Doing and When?

1. Have students write one sentence each (three sentences total) about what they did yesterday, what they are doing today, and what they are going to do tomorrow. For example:

Yesterday I bought meat and vegetables. Today I am cooking dinner. Tomorrow I am going to run to the park.

2. Call on volunteers to share their sentences with the class. After each sentence is read, ask a peer to restate the information. For example:

Student 1: Tomorrow I am going to the museum. Student 2: Tomorrow Sarah is going to the museum.

3. Divide the class into pairs of learners, with partners taking turns making statements in the first person and restating the information in the second person.

4. For additional practice, call on learners to tell the class about their partner’s schedule.


Assessment

Conjugation

1. Read the following words aloud as students write them in their journals: buy drive cook run play drink eat read walk sell sleep

2. Ask students to select five words and use them in sentences with past, present progressive, and future forms. Advise students that you will be assessing their use of person, number, tense, spelling, and vocabulary.


Unit 6


Vocabulary Taught or Reviewed:deskdictionarye-mailenvelopeenvelopesgavegivegivinglastletterlettersnextnotebookstampswrote

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Describe actions using past and present progressive forms of give. • Collaborate with others in a hands-on exercise that requires input from and action by all participants.

Materials: Lesson or magazine photos showing people in the act of giving

Focus and Motivate

The Act of Giving

Prepare Ahead: • Lesson or magazine photos showing people in the act of giving.

1. Display photos.

2. Call on students to describe the actions in the photos. Examples might include: The man is giving jewelry to his wife. He gave a book to the student.

3. Continue until all students have discussed at least one photograph.

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Visual-Spatial

Unit 6, Lesson 1, Part BGiving

51

Word ofthe Day:notebook

Extending the Text

Give and Be Given

1. Instruct students to select a classroom object that represents a known vocabulary term (pen, book, apple, umbrella, envelope).

2. Divide the class into groups of two or three learners, and instruct them to stand side by side in a line, with their objects in hand.

3. Starting with the first in line, students should state what object they are holding, then hand it to the person next to them. The dialogue should follow this pattern, emphasizing give in present and past tense: Jenny: I have a book. I am giving my book to Tom (as she hands the book to Tom). Tom: Jenny gave me her book. I have a pen. I am giving my pen to Laura (as he hands his pen to Laura). Laura: Tom gave me his pen. I have keys. I am giving my keys to Carol (as she hands her keys to Carol).

4. Activity continues until everyone has had a turn.


Assessment

Recalling the Action

1. Have students write a description of the order of events from the previous Extending the Text activity. For example: I had a pen. I gave my pen to Cindy. Cindy had a book, and she gave her book to Laurie.

2. Collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.


RAISE THE BARIn the assessment activity, have students write a story that develops as a sequence of events using transition words correctly. Remind students to check their work for correct word use, grammar, spelling, and sentence structure.

Unit 6


Vocabulary Taught or Reviewed:ateboughtdeskdictionarydidenvelopeenvelopesgavegivingletterlettersmailnotebookplayedransoldstampsswamvisitwroteyesterday

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use Lesson vocabulary when writing personal and business letters. • Use their knowledge of letter-writing principles to evaluate another student’s writing.

Materials: Envelopes

Jump Start

Quick Vocabulary Review

1. Label three columns on the board with the following category headings: Writing Letters Wearing Clothes Eating Lunch

2. Assign a student to stand by the board.

3. Have one student call out a known word that relates to a category (stamps, jeans, rice).

4. The standing student will then write this word on the board beneath the appropriate column, then hand the chalk to the student who called out the word.

5. Repeat until all students have had a turn.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Bodily-Kinesthetic

Unit 6, Lesson 1, Part CLetter Writing

53

Word ofthe Day:yesterday

Real-Life Learning

Writing a Consumer Letter

1. Lead a classroom discussion about the art of writing a traditional letter. Identify the parts of a letter (including salutations and closings), format, content, and the proper way to address an envelope. Talk about the difference between personal and consumer (business) correspondence.

2. Students should write a consumer letter to a company or store, giving positive feedback or lodging a complaint about a product or service. Offer students the option of writing their letters to real or imaginary companies or stores.

3. Instruct students to address an envelope and insert their letter.

4. Collect envelopes and use them for the Assessment activity below.


Assessment

Letter Perfect

Prepare Ahead: • A standard procedure (or worksheet; one per student) for recording comments and corrections.

1. Have each learner select one envelope from those collected during the previous Real-Life Learning activity.

2. Instruct students to open their envelope and evaluate the letter inside. Advise students to check the letter for correct spelling and grammar, use of vocabulary, and format.

3. Students should also check to see how well the envelope was addressed.

You will most likely want to monitor the students as they work on this part of the Lesson, perhaps by circulating around the room or calling on students occasionally for feedback as to what types of issues they are finding.

4. Collect papers and assess the letter-writers’ and evaluators’ work.


Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write about their previous, current, and future goals.

Skill Sharpener

Goals

1. Have students create three columns in their journals with the following titles: Yesterday Today Tomorrow

2. Learners should then write (in complete sentences) their previous goals in the Yesterday column, current goals in the Today column, and future goals in the Tomorrow column. Remind students to use the appropriate past, present, and future verb tenses in their sentences.

Unit 6, Lesson 1, Part DJournal Activity–Goals

55

Grammar

Indirect Object Pronouns

Remind students that pronouns replace nouns; using them allows speakers and writers of English to communicate in more varied and efficient ways. The following pronouns function as indirect objects: The doctor gave me medicine. (To whom did the doctor give medicine? Me.) The teacher gave him a notebook. (To whom did the teacher give a notebook? Him.)

Explain that when people, animals, and “gender-assigned” inanimate objects, such as ships, are referred to with pronouns and used as either direct or indirect objects, the pronoun forms are as follows: Singular Plural First person me us Second person you you Third person him, her them

In cases where a pronoun refers to an inanimate object, the third person pronouns used are it (singular) and them (plural).

Usage

Asking for Repetition

Discuss with students the fact that language learners are often hesitant to ask fluent speakers to repeat what they have said. They may think the speaker will be annoyed, but, in actuality, that person may welcome the request. Ask students to share whether this rings true for them. Explain that knowing how to phrase such requests will give them confidence in real-life situations.

Ask pairs of students to practice these short dialogues:


Student 1: Excuse me, what time is it? Student 2: It’s three fifteen. Student 1: I did not understand you. Can you repeat that, please? Student 2: It’s three fifteen. Student 1: Thank you. Student 2: You’re welcome.

Student 1: Excuse me, where is the bank? Student 2: The bank is beside the library. Student 1: I didn’t understand you. Can you repeat that, please? Student 2: Yes, the bank is beside the library. Student 1: Thank you. Student 2: You’re welcome.

Unit 6


Vocabulary Taught or Reviewed:arthimhistorymathmusicsciencestudiedthatunderstandunderstandswent

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss their past, present, and future activities using proper verb forms. • Discuss images using correct sentence forms and various verb tenses.

Materials: Magazines Art materials Double-sided tape Copies of students’ school planners, one per student (see Appendix A)

Jump Start

School Time

1. Call on students to answer questions about their academic courses and school activities (past, present, and future). For example: What time did you go to math yesterday? What did you study in history yesterday? How many hours are you in school today? Where you going in two hours? What are you going to do this afternoon? What are you going to study in science tomorrow?

2. Briefly discuss the concept of time management and the value of using a personal planner to stay organized.


Unit 6, Lesson 2, Part ASchool Subjects

57

Word ofthe Day:music

Learning For Life

Time Management

Prepare Ahead: • Magazines. • Art materials, double-sided tape. • Students’ school planners.

1. Direct learners to use magazine photos or their own drawings to create reminder stickers for school-related activities. Advise students to make stickers small enough to fit on the grids of their school planners.

2. Have students place stickers in their planners on appropriate days; they should include past, present, and future activities.

3. Divide the class into pairs of learners and have them trade planners. Partners should ask each other questions about what their stickers mean (focusing on the verb to mean) and about the activities highlighted in their planners. For example: Student 1: What does this mean? Student 2: This means I have history class next week. Student 1: What are you going to do in history class next week? Student 2: Next week I am going to study the history of China. Student 1: Did you go to the game Friday night? Student 2: No, I went to a play.


Assessment

My Plans

1. Have students refer to their planners and write three sentences in response to these questions: What did I do yesterday? What am I doing today? What am I going to do tomorrow?

2. Collect sentences and evaluate for content, correct word use, grammar, spelling, and sentence structure.


Unit 6


Vocabulary Taught or Reviewed:meanmeans repeatsignus

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Design symbols that convey messages. • Work cooperatively to interpret and describe signs and symbols.

Materials: Photos or illustrations of common signs (bus stop, hospital, restroom) Construction paper

Focus and Motivate

Meaning and Understanding

Prepare Ahead:• Photos or illustrations of common signs (bus stop, hospital, restroom).

1. Display signs and ask questions focusing on their meaning, such as: What does this sign mean? Do you understand this sign?

2. Occasionally, ask students to repeat their answers to stress the idea of stating something more than once to reinforce understanding.

3. For additional practice in the use of the third person, call on students to answer questions such as “Does Melinda understand what this sign means?”


Unit 6, Lesson 2, Part BMeaning and Understanding

59

Word ofthe Day:sign

Being Creative

What’s Your Sign?

1. After distributing construction paper, challenge students to create signs without words. Encourage the class to be as creative as possible, while keeping in mind that learners will be explaining the meaning of their signs to their peers. For example, a sign with a picture of a horse in a circle with a diagonal line drawn across it could indicate that the person does not like horses or that no horses are allowed.

2. Divide the class into two teams of students. Each team will take turns trying to guess the meaning of another team’s signs. For example, a student from Team A should stand up, show his sign to Team B, and ask, “Do you understand what this sign means?” Team B members will collaborate to arrive at one group answer. If their answer is correct, they receive one point; if not, Team A gets the point.

3. The activity continues until all have had a turn and a winning team is declared.

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Logical-Mathematical

Assessment

Describing Signs

1. Students should write three paragraphs, each describing a different sign seen in the previous Being Creative activity. Have learners describe what the signs look like, explain their meaning, and critique how well the signs communicate the intended meaning.

2. Collect papers and evaluate for content, correct word use, grammar, spelling, and sentence structure.


RAISE THE BARHave students use technology to research the differences between particular traffic signs or symbols as they are represented in different countries, using multiple sources. Students should present their findings, summarizing and quoting their sources accurately, and use visuals to help illustrate their points. Remind them to cite their sources.

Unit 6


Vocabulary Taught or Reviewed:wordwords

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Speak extemporaneously using one word as a prompt. • Collaborate to create stories using known words of their choosing.

Materials: Lesson vocabulary words on slips of paper with sentences containing the words (see Appendix B) Container

Skill Builder

Sentences in Motion

Prepare Ahead: • Cut Lesson vocabulary words so that each student has one on a slip of paper, and place them in the container. • Have ready the list of sentences that contain the vocabulary.

1. After each student selects a slip of paper, read one sentence at a time from the prepared list.

2. Students should raise their hands each time they hear their word. After you finish reading each original sentence, call on students to use their word in a new sentence.

4 4 4 4 4 Bloom’s Taxonomy: KnowledgeMultiple Intelligences: Bodily-Kinesthetic

Being Creative

Group Stories

1. Divide the class into groups of four or five students.

2. Each group should write a story using the past tense and known vocabulary in the following way: Using one sheet of paper per group, the first student writes a phrase or sentence. She then passes the paper to the next student, who continues the story by writing a second phrase or sentence that relates to the first. For example: Student 1 writes: Yesterday, I went to the store. Student 2: I bought… Student 3: …fifteen apples. Next I… Student 4: …went to school. Student 5: I studied history and…

Activity continues with each group member adding to the story until it is complete.

Unit 6, Lesson 2, Part CPast Tense

61

Word ofthe Day:repeat

3. Groups should review their stories by checking them for continuity and correct use of vocabulary and grammar. They should also check spelling and punctuation.

4. Representatives of each group will then take turns reading stories aloud to the class.


Assessment

Rounds of Reading

Prepare Ahead: • Stories from the previous Being Creative activity.

1. Have students return to their groups from the previous activity.

2. Distribute stories, ensuring that each group has another’s story.

3. Direct students to create a different ending for their new story. Advise groups to review their revised stories for continuity and appropriate word and grammar use.

4. Each group representative should then take a turn reading the story to the class.

5. Collect papers for evaluation.

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Verbal-Linguistic

Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write a letter about daily activities and personal experiences. • Use information from an interview to write a response to a letter.

Classroom Community

In-Class Activity–Writing Home

1. Direct students to write a letter to someone who lives in their home.

2. Letters should begin with information about the student’s activities and include questions for the recipient. For example:

Yesterday I bought a sweater and gave it to my sister. Today it is sunny, and I’m writing this letter at school. Tomorrow I’m going to play tennis in the park. How are you? Did you play soccer last week? What are you doing today? Are you going to wash the car tomorrow?

3. If time permits, ask several volunteers to read their letters to the class.


Out-of-Class Activity–Pen Pals

1. Each student should take his letter home and give it to the intended recipient. Advise students that, if necessary, they should read their letters aloud.

2. As students converse with their home partner about the activities in their letter, they should take notes.

3. Before the next class session, students will then write a response to their own letter that includes comments from their partner, answers to questions, and a possible question that continues the dialogue. For example:

Thank you for the letter. I am fine. I did not play soccer last week, but I am going to play today. When it is sunny, I am going to wash the car. Where did you go after you played tennis?


63

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Write about interesting class topics and describe plans for future study.

Extending the Text

Subjects of Discussion

Direct students to write about topics of interest from their classes. For example, learners may describe an experiment they performed in science class, a classical piece they sang in music class, or a portrait they painted in art class. They should reflect on their interests and write about their plans for further study. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 6, Lesson 2, Part EJournal Activity–Subjects of Discussion

Unit 6


Usage

The Habitual Past Explain to learners that the verb use is used in the past tense with an infinitive to indicate past conditions or habits. We used to live in an apartment. They used to play soccer.

The phrase used to also describes past facts that are no longer true. I used to have a bicycle. Now I have a car. She used to work in a bakery. Now she works in a restaurant.

Usage

Punctuation

Explain to students that written English uses certain signals called punctuation to tell the reader how to comprehend sentences or, at times, individual words or groups of words that are not considered complete sentences. Every new sentence begins with a capital letter and ends with some form of punctuation.

Review with students the forms of punctuation encountered in the Rosetta Stone® software.

Period [ .] A period shows that an idea is finished. It appears at the end of declarative sentences. We waited for the bus. This high school student likes history.

Question Mark [?] A question mark indicates that an idea formed a question. It appears at the end of interrogative sentences. What are you studying? Can you repeat that, please?

Exclamation Point [!] An exclamation point shows emotion and excitement. It appears at the end of exclamatory sentences. You read three books! You bought a dog!


65

Explain that sometimes punctuation appears within sentences.

Comma [,] The comma has many uses in written English, but in this course learners will encounter it primarily as a divider between parts of a sentence or phrase. In these cases, the comma helps the reader easily understand the intended meaning of the sentence or phrase. Excuse me, where is the bank? When I was in Brazil, I taught English. When I was in Egypt, I taught history. A comma is also used to separate a series of words or phrases. For example: Dogs, cats, and horses are animals. We sell metal, paper, and wooden plates. Tell students that they are learning the serial comma style, in which a comma plus and or or precede the final word or phrase in the list.

Quotation Marks [“ ”] Quotation marks, too, have a wide variety of uses. Most often they appear in pairs at the beginning and end of words, phrases, and sentences to indicate that those words are being emphasized or to signify that they are the precise words that someone has spoken or written. This is “stadium.” It means “The airport is on the right.” Susan said, “I love my daughter.”

Apostrophe [’] Discuss with learners that the apostrophe has two primary uses in written English: An apostrophe is inserted to indicate that one or more letters have been omitted. A contraction is formed when two words are combined and an apostrophe is inserted to indicate that one or more letters have been omitted from one of the two words. Now I’m an adult. (Now I am an adult.) Tomorrow it’s going to rain. (Tomorrow it is going to rain.) An apostrophe is also used to create the possessive form of a noun (introduced in Unit 7 Lesson 3). Most often (and in all cases within the Rosetta Stone software) this is accomplished by adding ‘s. This is the doctor’s office. This is Mr. Smith’s living room.

Unit 6


Vocabulary Taught or Reviewed:collegeelementaryelementary schoole-mailshadhigh schoollikedlivenowstudiestaughtteachuseusedwaitedwrites

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Engage in conversations about past and present activities. • Demonstrate and describe past and present actions in relation to each other.

Jump Start

Then and Now

Take this opportunity to discuss the proper use of use to and used to. For example: Did you use to live in a house? No, I used to live in an apartment.

1. Students should pair up and practice use to by asking questions about previous actions. For example: Where did you use to live? What school did you use to go to? What sport did you use to play? Did you use to have a dog? Did you use to go to the mountains? Did you use to play soccer as a child?

2. Learners should answer with terms such as used to and now. For example: I used to play soccer, but now I play tennis and golf.


Being Creative

Acting Up

1. Divide the class into groups of two or three students.

Unit 6, Lesson 3, Part AThe Habitual Past

67

Word ofthe Day:factory

2. Have learners take turns pantomiming 2 actions in a row from the examples below, as team members guess the actions. writing waiting jumping eating walking swimming smelling drinking riding skiing cooking teaching washing running finding reading looking singing watching listening driving dancing playing soccer working

3. After guessing both actions, student should then create complete sentences using the actions, putting the first verb in the habitual past and the second in the simple present. For example: He used to cook at home, but now he eats at restaurants.


Assessment

The Changing You

1. Direct students to write an article of 2-3 paragraphs about themselves and their family members, describing what they enjoyed doing five years ago and what they enjoy doing today. For example: When I was eight years old, I used to play soccer. Now I play golf and tennis. When my brother was three years old, he used to read at home. Now he reads at home, at school, and at the library. When my sister was twelve years old, she used to walk to school. Now she drives to school.

2. Collect assignments and evaluate for correct word use, grammar, spelling, and sentence structure, including transition words and phrases.


Unit 6


Vocabulary Taught or Reviewed:employeeemployeesfactorymanagerwaswere

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Distinguish between past and present states of being. • Create a dialogue about real-life interactions using simple past and habitual past forms.

Materials: Lesson photos or other images showing objects, animals, and people now and in previous states (to emphasize was/were and am/are) Download sample script Track 10

Focus and Motivate

States of Being

Prepare Ahead: • Pairs of magazine or Lesson photos showing objects, animals, and people in current and previous states (to emphasize was/were and am/are). For example, pairs could be images of a sapling and a mature tree or baby girls and elderly women.

1. Show pairs of images to the class, and call on students to say two complete sentences describing each pair of photos. The emphasis should be on past and current states of being (using was/were, am/are, and then/now). Model examples, such as: The tree was short. Now it is tall. They were babies. Now they are women.

2. Ask students for alternate descriptions such as: “The tree was young. Now it is old.”

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Naturalist

Being Creative

Creating a Script

1. Write the following words and phrases on the board: used to now was use to am were when are did

Unit 6, Lesson 3, Part BWhen and Was

69

Word ofthe Day:elementary

2. Initially, the script should set the stage (either through dialogue or via a narrator) by describing the characters, setting, and other details. Students should use the words on the board in their dialogues, and focus on statements, questions, and replies that compare life as it was previously versus now.

3. Instruct learners to practice among themselves, as they will be presenting their dialogues in front of the class in the following Assessment activity.

Sample script:Narrator: Two students, John and Ana, are sitting at a table in a cafe. They are drinking coffee and eating chocolate.John: Are you from Italy?Ana: No, I’m from France, but my family used to live in Italy.John: What does your father do?Ana: He used to be a teacher, but now he’s a manager in a restaurant.John: Did he use to teach cooking when he was a teacher?Ana: No, he taught math. How about your father? What does he do?John: He used to be a manager in a factory.Ana: Was it a big factory?John: Yes, it used to have many employees, but it closed. Now he is a history teacher. Narrator: After John and Ana eat all their chocolate, they walk to the library.


Assessment

Lights, Camera, Action!

Have students take turns performing the dialogues they just created, using props if necessary.


RAISE THE BARUse technology to record students’ performances on audio or video for later use or as an addition to their portfolios. The recordings could also be used for peer evaluations.

Unit 6


RAISE THE BARBefore students begin writing, present 2 or 3 more examples of haiku. Have students analyze and compare how specific word choices, analogies, and allusions impact the meaning, tone, and emotion of the image the poet is communicating.

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write a haiku using known vocabulary. • Discuss images using correct sentence forms and various verb tenses.

Materials: Photos of different countries that feature outdoor scenes and natural settings Course Content


Haiku

Prepare Ahead: • Photos of different countries that feature outdoor scenes and natural settings. • Course Content.

1. Explain the haiku form of poetry, focusing on its Japanese origins and nature-based themes. Provide examples such as the following:

It rains at the lake Where we used to watch the fish. Now we are all wet.

2. Display photos, noting the countries they represent and the scenes that may inspire haiku.

3. Advise students that they are to work in small groups to write their own haiku, using the displayed photos for inspiration. Each haiku should contain use to or used to. Have the Course Content available for reference.

3. Ask for volunteers to read their haiku to the class.

4. Collect haiku and evaluate for appropriate form and word use.


Unit 6, Lesson 3, Part CInternational Cultural Activity–Haiku

71Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Categorize known terms according to the objects they describe. • Use known terms to compare and contrast the schools they have attended.

Materials: Photo of a school Photo of a store Sticky notes Handouts of Unit 6 Lesson terms, one per student (see Unit 6 Lesson Word Lists)

Focus and Motivate

Word Categories

Prepare Ahead: • Photo of a school, photo of a store, sticky notes. • Copies of handouts with Unit 6 Lesson terms, one per student

1. Distribute handouts.

2. Fasten school and store photos to the board, and ask students to call out vocabulary words that pertain to the photos.

3. As learners call out terms, write the words on the sticky notes and place them where students tell you to do so.

4. Conclude the activity by having students check to be sure the notes are properly categorized.

4 4 4 4 4 Bloom’s Taxonomy: NaturalistMultiple Intelligences: Visual-Spatial

Unit 6, Lesson 3, Part DWork Roles

73

Word ofthe Day:manager


Going Shopping

1. Students will role-play working at a store. Select four students to wait in the hallway while the remaining students prepare themselves for their roles.

2. Divide the class into groups of three. Each group will decide what type of store it would like their business to be.

3. When the four students return to the classroom, each should approach a group of merchants and ask yes/no questions to determine the type of store they are in (grocery store, bookstore, clothing store).

4. The four students should also ask about items in the stores. They will not know the items, but will have to question the merchants about their features. For example:

Can I eat it? Can I wear it when I am cold? Can I drink it? Can I wear it on my head?

5. Continue the activity until the four students determine where they are.


Assessment

School Years

1. Direct students to write three paragraphs that compare and contrast the schools they have attended.

2. Learners should describe their teachers, classmates, subjects of study, and other features that are important to them.

3. After several volunteers read their stories to the class, collect papers and evaluate for content, correct word use, grammar, spelling, and sentence structure.


Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Research and write about the qualities of colleges.

Real-Life Learning

Going to College

1. Direct students to list their interests (sports, arts, languages) in their journals.

2. Learners should then use the Internet to research these topics as possible fields of study in college.

3. After students identify colleges that offer these fields of study, they should write about the features of the particular colleges that interest them. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 6, Lesson 3, Part EJournal Activity–Going to College

RAISE THE BARHave each student compare and contrast two universities, then write a formal argument as to why one is better than another for the student’s chosen field of study. They should quote and cite reference material to support the arguments.

75Unit 6


Grammar

Present and Past Tenses

Review with students the fact that whenever a verb is used, it always appears in a tense. The tense indicates when an action or state of being takes place.

All verbs have present tense and past tense forms, among others. Discuss with students some examples from the Rosetta Stone® software:

Present tense is used to indicate a current action or state of being. Explain to students that, for regular verbs, the root verb is all that is needed to express present tense for all singular and plural subjects except third person singular, for which either -s or -es is added to the root verb. Point out that, in some cases, the root verb’s final letters change to accommodate the addition of -es (as in studies). I teach history. It costs thirty dollars. She studies art. I am a teacher.

Simple past tense: Discuss with students the fact that, for regular verbs, the simple past tense is formed by adding -d or -ed to the end of the root verb. But, irregular verbs are just that—irregular in terms of how they are formed. There are no easy rules for forming them, so memorization and continual practice is a necessity. I lived in Rome. [regular] We waited for the bus. [regular] He played soccer. [regular] They wrote letters to me. [irregular] Yes, I taught English. [irregular] I was a student. [irregular] They were students. [irregular] You had bicycles when you lived in Paris. [irregular]

Past progressive tense is used to show that action or a state of being was ongoing during a particular point in the past. Explain that this tense uses the past tense of be + the present participle of the root verb. Present participles are formed by adding -ing to the root verb. It was raining when we waited for the bus. When I was drinking coffee, I wrote this letter. When he was sleeping, the airplane departed.


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Usage

Polite Phrases

Discuss and practice with students these polite phrases and their uses in the English language: Thank you. Formal expression of gratitude. Thank you very much. Formal expression of gratitude. Thanks a lot. Informal expression of gratitude. Many thanks. Informal expression of gratitude. You’re welcome. A polite response upon receiving a “thank you.” Please. Used to form a polite request. Also used as a response to a request; in such a situation, it means “Yes, go ahead” or “Yes, of course.” Yes, please. Polite response to an offer. Yes, thank you. Polite response to an offer. No, thank you. Polite response to an offer.

Unit 6


Vocabulary Taught or Reviewed:departedkissedlistenedwatched

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use present and past tenses to describe actions. • Ask and answer questions that involve choices.

Materials: A ball 2 groups of 10 sentences from this Lesson (see Appendix C)

Jump Start

Having a Ball

1. Ask students sit in a circle and pass a ball around to one another. Each student describes an action he has performed when it is his turn to hold the ball. All phrases should begin with when. For example:

When I was in Russia… When we were at the beach…

2. When the learner is finished with her phrase, she should toss the ball to another student in the circle. He should finish the sentence with a simple phrase using the past tense, such as:

…she bought this. …it was sunny.

3. Repeat the exercise until everyone has had a turn.


Engage

Clapping Time

Prepare Ahead: • Have ready the handouts with two groups of ten sentences from this Lesson.

Group 1 focuses on when: When I was in Russia, I bought this. When we were at the beach, it was cloudy. Group 2 focuses on would you: Would you like some chocolate? Would you like tea or coffee?

Unit 6, Lesson 4, Part APractice the Simple Past

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Word ofthe Day:watched

1. Distribute the handout with the 20 sentences to your students.

2. Discuss the proper use of when and would you in these contexts.

3. Ask learners to come up with their own sentences using when and would you. Write these on the board.

4. Lead the class in clapping and chanting these sentences aloud to a steady beat.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Musical-Rhythmic

Assessment

How About Now?

1. Students will write five sentences about themselves, using the present tense such as: I am studying art. I like to play soccer. Make sure students leave two spaces below each sentence for revisions.

2. Instruct learners to switch papers with a partner. In the spaces beneath their partner’s writing, each student should rewrite the sentences using simple past or habitual past forms and then add a second clause in present tense. For example:

I used to study art, but now I am studying music. I played soccer yesterday, but I am playing tennis today.

3. Collect papers and evaluate for correct tense use.


Unit 6


Vocabulary Taught or Reviewed:would

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Respond to questions with appropriate answers. • Write and perform a script about a dinner scenario.

Jump Start

Questions and Answers

1. Explain to students that they will participate in an exercise involving the phrase Would you like . . .? On the board, write phrases learners can use when forming their sentences. These may include Yes, I would like . . . and No, thank you . I would like . . . You might also list foods that you will be “offering.”

2. Model an example: Teacher: Would you like chocolate or fruit? Student 1: I would like chocolate, please. Teacher: Would you like some orange juice? Student 2: No, thank you. I would like tea.

3. Continue asking questions until everyone has had a turn.


Extending the Text

Role-Playing

1. Divide the class into pairs of students. Each pair should develop a dialogue about a hostess and guest, restaurant server and customer, or store employee and patron. Advise students to include phrases and sentences such as:

Would you like… Yes, please. No, thank you. I did not understand you. Can you repeat that, please? Hostess: Good evening! Would you like a table for one? Customer: No, thank you. I would like a table for 20. I’m waiting for my sister. Hostess: Do you need a magazine to read while you wait? Customer: I’m sorry. Can you repeat that, please? I did not understand you. Hostess: Would you like a magazine to read while you wait for your sister? Customer: Yes, please. She is late because it is raining.

Unit 6, Lesson 4, Part BManners

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Word ofthe Day:listened

2. Peers should read their scripts to each other for practice, first in one role and then in the other.

3. Students should then read their dialogues to the class.


Assessment

Written Scenarios

Prepare Ahead: • Lesson or magazine photos of people, animals, or objects, one per student.

1. Have each student select one photo.

2. Direct students to write 1-2 paragraphs about the subject of their photo, using Lesson phrases such as:

I bought this when… He used to… Now he… When they were… For example, if a learner selects a photo of a desktop computer, she could write the following: What is this? This is a desktop computer. I bought this when I lived in Rome. My brother

used to have a desktop computer. Now he has a laptop.

3. After students read their paragraphs aloud, collect papers and evaluate for correct verb tense use, word use, grammar, spelling, and sentence structure.


RAISE THE BARDuring Role-Playing, suggest variations in scripts to demonstrate degrees of formality, intention, or point of view that students can evaluate. In Written Scenarios, encourage students to use compound and complex sentences.In groups, have students evaluate and critique their peers’ paragraphs, checking for correct verb tense use. They should be able to support their reasons for a correction, and rewrite any sentences with problems to effect the correct form.

Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Arrange vocabulary words based on their spellings. • Use known vocabulary to write a short story.

Classroom Community

In-Class Activity–Add-a-Word Acrostics

Prepare Ahead: • Choose five or more long vocabulary words from this Lesson. For example: yesterday, notebook, dictionary, envelope, understand.

1. Write your selected words vertically on the board. Explain to students that their goal in this class-wide activity will be to think of English words they have learned that start with each of the letters in the vertical words. As you demonstrate using the word yesterday, for example, write es horizontally alongside the first y to form the word yes.

2. Call on one student at a time to come to the board. She should write a word alongside a letter in any vertical word of her choosing, and then say the word aloud to the class.

3. This activity continues until letters in all vertical words have horizontal words alongside them. Encourage students not to duplicate words, if possible, and explain that there should only be one word beside each letter.

4. Leave all the words on the board for reference during the following Community Connection take-home activity.

You may wish to challenge students further by having them come up with words that contain or end with the letters in the vertical words.


Out-of-Class Activity–Unraveling an Acrostic

1. Ask students to individually choose their favorite acrostic (from among those listed on the board) and copy all its words onto a sheet of paper.

2. Instruct learners to take their lists home and write a short story containing a minimum of five words from their chosen acrostic.

3. During the next class period, call on students to read their stories aloud. Collect papers and evaluate.

Unit 6, Lesson 4, Part CReview

83Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss historical murals and connect them to their cultural context. • Plan a collaborative art project through group discussion. • Explain personal symbol choices using present and past tense.

Materials: Poster board Large craft (butcher) paper Markers or crayons


Post Office Murals

During the Great Depression, the U.S. government sponsored many programs in the arts, some of which included the production of murals in post offices, libraries, schools, and other public buildings. These murals usually represented local culture and history. Overviews of these projects may be found at government and museum websites, and also at wpamurals.com.

This Lesson offers the opportunity to introduce the following new words: mural, government, public, farmer, cowboy.

Unit 6, Lesson 4, Part DAmerican Cultural Activity–Post Office Murals

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1. Divide the class into groups of three or four students. Provide background information about the Great Depression and the murals that were created during this time.

2. Learners should prepare a presentation about a mural. Advise groups to use government

and museum websites when conducting their research. 3. Projects should include an image of the mural along with information about the artist,

location (city, state, type of building), and date created. Groups should also describe the subject of the mural and explain details about its features.

4. After each group presents its project to the class, ask students to discuss their thoughts

about the murals, including why they think the government funded such a project, why the art would be created in public places like post offices, and what effects the images may have had on the citizens who viewed them.


RAISE THE BARHave students use technology to present their research (slide show or projected images). They should access information from multiple sources, and cite them. Optional: Have students compare and contrast two murals, supporting their findings with summarized, paraphrased, or quoted reference sources, which are cited.

Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Compare and contrast their past and present traits.

Linking Past and Present

Before and After

1. Students should write about what they were like a year ago, as compared with the way they are now.

2. Learners should use past and present tenses to describe their likes, dislikes, behavior, and appearance. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 6, Lesson 4, Part EJournal Activity–Before and After

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After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Take ownership of their own learning process by choosing the topic and direction of a large project. • Work independently outside the classroom setting. • Meet a series of deadlines for a long-term project.

Stretching the Imagination

Treasure Hunt

Enrichment Activities engage advanced students in challenging language-learning projects that extend beyond the traditional class period. Timetables should be adapted to fit the schedules of the student or students involved, with weekly or periodic meetings keeping them on pace. Consider having students review, edit, and critique each other’s work at different points during the projects. Do your best to keep this activity as student-driven as possible.

Prepare Ahead: • Determine whether students will hide treasures in the classroom or throughout the school, and notify appropriate staff about the latter decision.

1. Each student should organize a treasure hunt by deciding on a prize that is worth finding and determining an appropriate hiding spot for the prize.

2. The learner should then select the route that the prize-hunter(s) will follow, by listing a starting point and places for clues on the way to the hiding spot. He should draw a map that marks the starting point, clue places, and the hiding spot. The map should reflect the layout of the classroom or school, and the student should number each location in the sequence of the route. For example:

1 = the main school office 2 = the big dictionary on the desk in the library 3 = the third table in the library Write one set of directions for each stop on the way to the prize. Directions should be written on one side of a slip of paper, with a number corresponding to the sequence of the route written on the other side. For example: 1 - Go to the main office, and turn right. 2 - Go straight ahead to the library, and walk to the big dictionary on the desk. 3 - Go to the third table, and turn left.

3. Arrange a time for each student to set up her treasure hunt. You, a peer, or a group of peers should be the prize-hunter(s). Note the sequence and clarity of directions, as player(s) move from the starting point to the prize.

Unit 6, Lesson 5, Part AEnrichment Activity–Treasure Hunt

Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Read aloud in individual and group settings.

Materials: Magazine photos of people performing actions such as writing, playing, and sleeping

Skill Builder

Reading All Together

Prepare Ahead:• Magazine photos of people performing actions such as writing, playing, and sleeping.

1. Place photos on the board and, using Unit vocabulary, write two sentences that describe each photo.

2. Have students read sentences aloud, in unison.

3. Underline one word in each sentence, and assign each student a minimum of one word.

4. Students should read the sentences as a group, stopping when a word is underlined in order to allow the assigned student to read that word by herself.

5. Have learners switch their assigned sentences, in order to practice various words.

4 4 4 4 4

Unit 6, Lesson 5, Part BFocused Activity–Reading All Together

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After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Write letters about traveling to various places.

Extra Help

Writing Around the World

1. Ask students to pretend they are traveling the world, and instruct them to write letters home (in their journals) to their family and friends.

2. Encourage learners to write about the sights and activities of their travels. For example: Hello, Mom! How are you? I’m fine. Yesterday I was in Paris. When I was in France, I went to a museum. Its name is the Louvre. Today I am in Germany, and I’m going to eat at a restaurant. Tomorrow I would like to go to England and visit Big Ben.

3. Students may choose to take their journals home and research their imaginary destinations. As an option, they may wish to write their letters in poetry form. Encourage them illustrate their entries if they so desire.

4. Remind learners to check their work for correct word use, grammar, spelling, and sentence structure.

Unit 6, Lesson 5, Part CFocused Activity–Writing Around the World

Unit 6


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss the topic of travel using various verb tenses.

Extra Help

Grammar and Travel Chat

If possible, have students arrange their desks in a circle for this activity.

1. Have each student choose a city or country as a travel destination; he should then write the name of the place in large letters on a piece of paper.

2. Call on one student at a time to hold up his paper to show his destination.

3. Going around the room, all students should either ask a question of the traveling student or make a statement about his travels. Instruct students to use a variety of tenses in their statements and questions. For example:

When did you go to ___? It is cold in ___ and you need a coat. Where will you eat in ___?

4. The traveling student should answer any questions that are asked of him. For example: When did you go to ___? I went to ___ in the spring. Where will you eat in ___? We will eat in a restaurant when we go to ___.

5. When all students have spoken about the first traveling student, call on another student to hold up her paper so a second round can begin. The activity continues until the destinations of all traveling students have been discussed.

4 4 4 4 4

Unit 6, Lesson 5, Part DFocused Activity–Grammar and Travel Chat

91

Friends and Social LifeGrammar & Usage: Direct and Indirect Objects, Calendar Terms . . . . 95Lesson 1a: Formal Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Lesson 1b: Giving and Following Instructions . . . . . . . . . . . . . . . . . . . . . . . . 98Lesson 1c: Months of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100Lesson 1d: Journal Activity–Party Helpers . . . . . . . . . . . . . . . . . . . . . . . . . .102Lesson 1e: American Cultural Activity–Every Month Is Different . . . .103Grammar & Usage: Prepositional Phrases, Numbers . . . . . . . . . . . . . . . .105Lesson 2a: Social Interaction Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Lesson 2b: Timeliness and Numbers Greater Than 100 . . . . . . . . . . . .108Lesson 2c: Contact Information, Calendar Dates, and Imperatives . . .110Lesson 2d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112Lesson 2e: Journal Activity–My Circle of Friends . . . . . . . . . . . . . . . . . . .113Grammar & Usage: Demonstrative Adjectives, Courtesies . . . . . . . . . .115Lesson 3a: Parties and Meals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116Lesson 3b: Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118Lesson 3c: Celebrations and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120Lesson 3d: Journal Activity–Minding Your Ps and Qs . . . . . . . . . . . . . . .122Lesson 3e: International Cultural Activity–Celebrate Around

the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123Grammar & Usage: Expressing Politeness, Preferences . . . . . . . . . . . . .125Lesson 4a: Music and Forms of Good and Bad . . . . . . . . . . . . . . . . . . . . .126Lesson 4b: Busy and Free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128Lesson 4c: Apology and Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130Lesson 4d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132Lesson 4e: Journal Activity–The Good Arts . . . . . . . . . . . . . . . . . . . . . . . . .133Lesson 5a: Focused Activity–Reading Articles . . . . . . . . . . . . . . . . . . . . . .134Lesson 5b: Focused Activity–Rows of Grammar Fun . . . . . . . . . . . . . . .135Lesson 5c: Focused Activity–Listening Carefully . . . . . . . . . . . . . . . . . . .136

Unit 7


Unit 7: Friends and Social LifeIntroduction to Unit 7This Unit focuses on a wide variety of social situations and conversations that are encountered in everyday life. Students learn how to make and accept apologies, state their opinions, and give and follow more specific directions than they were challenged with in previous Units. Fine distinc-tions between closely-related concepts, as well as opposites, are stressed in Unit 7, bringing to light differences between such terms as beginning and ending, leaving and arriving, busy and free, arrivals and departures, and good and well.

Teaching Unit 7Parties are a featured theme in this Unit, and in the course of party-related Lessons you will be guiding your students in discussions about planning parties and celebratory events. The weeks you devote to this Unit will pro-vide perfect opportunities for working with your students as they learn to use new words and phrases that go hand in hand with manners, apologies, formal and informal imperatives, and the art of gift-giving. If feasible in your school setting, you may wish to augment the Lesson activities by facilitating the planning of an actual party—complete with food, drinks, and games. This would be a perfect occasions to stipulate that students converse only in English during the organizational stages and at the party itself.

Lesson 1a: Formal Imperatives This first Lesson in Unit 7 challenges students to use formal imperatives to describe appropriate behavior and manners in various public settings. They will also practice vocabulary in a writing exercise involving the new word something.

Lesson 1b: Giving and Following Instructions Students will write a set of directions for their fellow classmates, instructing them what to do with common objects in the classroom. This is a good opportunity for kinesthetic learning, as those interpreting the directions will get up out of their seats and move around as instructed.

Lesson 1c: Months of the Year During the main activity of this art-focused class period, your students will make colorful calendars for the 12 months of the year, and use their creations as springboards to focus on activities and other characteristics for each month. This will be a time, too, to practice putting the words beginning, ending, leaving, and arriving into proper context.

Lesson 1d: Journal Activity–Party Helpers Today, you will ask your students to think back to a time when they helped at a party of any kind. Then ask them to write in their journals about their helpful roles.

Lesson 1e: American Cultural Activity–Every Month Is Different Regardless of the month or season, there is always a holiday just around the corner. For this Lesson, students will use the Internet and other sources to identify holidays, special events, and designated heritage months in the United States. Then they will present their findings to the class.

Lesson 2a: Social Interaction Verbs Get ready for a lively class period! The written, oral, and physical activities of this Lesson will help your students recognize the differences in meaning and appropriate social situations for the verbs help, meet, call, and talk.

Lesson 2b: Timeliness and Numbers Greater Than 100 This Lesson encompasses the concepts of being early for and late for, as well as the next level of numbers your students are learning—those greater than 100. The main classroom activity today will focus on the latter, with students playing a team-based game in which they guess prices of expen-sive items. By writing and verbalizing their estimates, students will gain valuable practice with numbers in the hundreds and thousands.

Lesson 2c: Contact Information, Calendar Dates, and Imperatives In today’s busy world, learning the communication skills necessary to stay in touch, set appointments, and exchange contact information is critical. In this Lesson, students will listen to a conversation, then create and perform their own scripted dialogues incorporating elements such as telephone numbers, e-mail addresses, appointment times, and imperatives.

Lesson 2d: Review This Review Lesson will demand that your students practice active listening. After individually writing plans for a party, students will pair up and exchange questions and answers about their party plans. Their attentiveness will pay off when they have to present information about their partner’s party to the rest of the class.

Lesson 2e: Journal Activity–My Circle of Friends In their journals, students will write about interactions they have recently had with other individuals—particularly those they have recently met, spoken with by telephone, or helped.

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Lesson 3a: Parties and Meals Being able to successfully categorize according to type will be key to your students’ success in this Lesson. They will first classify various types of foods and drinks according to the associated meal. Then, this Unit’s earlier party theme continues as students do a group activity and individual writing exercises about types of parties.

Lesson 3b: Requirements If practical, make an appointment for your class to go as a group to the school library or access the Internet for about 30 minutes during this class period. During that time, they will quickly research and write brief answers to requirement-based questions you pose that include the phrase have to. An answer to “What do you have to have to visit Paris?” might be: “I have to have a passport.”

Lesson 3c: Celebrations and Culture To prepare for today’s Lesson, you will need to find photos or illustrations of desserts from around the world. Students will discuss the variety of sweet concoctions, and may share about desserts from their cultural background. Next, birthdays are the topic of conversation in a group activity in which students pretend it is your birthday. They will engage in birthday-related conversations, including such topics as gift-giving, age, and birthdates.

Lesson 3d: Journal Activity–Minding Your Ps and Qs What is considered polite and impolite varies in cultures around the world. Today, your students will write in their journals about manners, using may, may not, and have to.

Lesson 3e: International Cultural Activity–Celebrate Around the World Today, you and your students will discuss how birthday celebrations vary around the world, and the song “Happy Birthday to You” will take center stage as students practice singing it in unison. As this may be the first time some students have sung this song, you will want to have copies of the lyrics so everyone can read along as they sing.

Lesson 4a: Music and Forms of Good and Bad At this point in the Rosetta Stone® software, students are becoming familiar with terms such as good, well, bad, and worst that help them convey their states of being and express their opinions about the world around them. Today, in activities that incorporate reading, speaking, listening, and writing, students will focus on reviews of popular forms of entertainment, including movies, books, and concerts.

Lesson 4b: Busy and Free A calendar-based activity and party invitations are tools used in this Lesson to help students comprehend the concepts of busy and free, as the terms apply to a person’s availability

Lesson 4c: Apology and Acceptance Comic strips kick off today’s class as students have fun substituting the text in characters’ speech bubbles. In this and a second activity, the focus is on apologizing with I’m sorry and accepting an apology with phrases like that’s okay.

Lesson 4d: Review As a wrap-up to Unit 7, students will be challenged to evaluate and contrast others’ opinions about the performances of musicians, singers, or dancers. This will include an out-of-class activity in which they interview a friend or family member about their favorite such artist, then judge for themselves and write their own review of that performer’s work.

Lesson 4e: Journal Activity–The Good Arts This activity provides an opportunity for your students to voice their opinions in writing, as they describe in detail their likes and dislikes about artists or musicians about whom they have strong opinions.

Lesson 5a: Focused Activity–Reading Articles Reading a short, uncomplicated newspaper article will pave the way for students to collaborate on summarizing and describing their opinions about the piece.

Lesson 5b: Focused Activity–Rows of Grammar Fun Today, students will create a table listing verbs and phrases in a column. Then, they will fill in the rows with grammatically correct sentences using those verbs and phrases.

Lesson 5c: Focused Activity–Listening Carefully Note-taking and listening are critical skills in this extra-help Lesson as students listen to you describe characteristics of three imaginary people.

Unit 7

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Grammar

Direct and Indirect Objects

Explain that a direct object receives the action of a verb. It answers the questions what? or who? about the verb. The man is reading a newspaper. (What is the man reading? a newspaper) They are going to visit their grandmother tomorrow. (Who are they going to visit? their grandmother)

An indirect object precedes the direct object and tells to whom or for whom something is done. The dog is bringing the man a newspaper. (To whom is the dog bringing a newspaper? the man) The girl is bringing her parents breakfast. (The girl is bringing breakfast to whom? her parents)

Note that constructions with indirect objects are very common in English.

Vocabulary

Calendar Terms

Discuss with students the fact that, in the United States, dates are typically written in the order of month, day, and year. For example, the date 11-26-08 means: 11 = November, the 11th month 26 = the 26th day of the month 08 = the year 2008 11-26-08 = November 26, 2008

Explain to students that the Gregorian calendar is used in the United States. Its twelve months, in chronological order, are: 1. January 7. July 2. February 8. August 3. March 9. September 4. April 10. October 5. May 11. November 6. June 12. December


Unit 7


Vocabulary Taught or Reviewed:blankets dancingfamiliesgamespartiespartysingsingingsitsomething

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use Lesson vocabulary to describe details about a party. • Write sentences about behaviors using the imperative tense.

Jump Start

Guessing Games

1. Write the word party on the board.

2. Ask questions about parties. For example: Is there singing at a party? Is there dancing at a party? Do people eat at a party? What music do you like for a party? Who can come to a party? Why is there a party?

3. Continue as time permits.


Unit 7, Lesson 1, Part AFormal Imperatives

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Word ofthe Day:party

Engage and Explore

Rules of the Game

1. Take some time to discuss manners and rules (in terms of what is allowed and not allowed).

2. On the board, write the name of places such as: grocery store theater restaurant school Students should write two sentences describing what people should and should not do in those locations, such as: In a grocery store, you can’t eat something before paying. In a restaurant, you can pay with a credit card.

3. When learners have finished writing their sentences, they should transform them into formal imperatives. For example:

When in a grocery store, please do not eat something before paying. When in a restaurant, please pay with a credit card.

4. Divide the class into groups of three or four students and instruct them to discuss their sentences and compare their use of the imperative.


Assessment

A Whole Lot of Something

1. Direct students to write eight sentences that include the word something. Have students use the imperative for at least two of these sentences.

2. Collect and evaluate for content, word use, correct grammar, spelling, and sentence structure.


RAISE THE BARHave students write a story using dialogue to demonstrate inappropriate behavior. Encourage them to create a range of characters allowing students to express different levels of politeness through imperatives meant to correct an action. They should use transition words and phrases, compound and complex sentences, and an appropriate style of writing for good storytelling. Remind them to check their grammar and spelling.

Unit 7


Vocabulary Taught or Reviewed:bringbringingdeskgivesnamesputputting

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Develop a list of instructions for others to follow. • Interpret directions to successfully carry out tasks.

Materials: Index cards

Jump Start

The Match Game

Prepare Ahead: • Vocabulary words from this Lesson written on index cards in the style of the Memory game. (Each word should be written on two separate cards; that pair constitutes a “match” during the game).

1. Tape index cards face down on the board, and explain the rules of the game and the definition of a “match.”

2. Divide the class into teams of four or five students.

3. Have teams take turns choosing two cards, trying to find a match.

4. Team members should rotate each time it is their team’s turn so that everyone has an opportunity to participate.

5. When a student makes a match, the next person on her team takes a turn. Members of that team should continue taking turns until someone is unable to make a match.

6. Groups should keep matched cards to help with scoring.

7. Play continues until all matches have been made. The team with the most matches wins.

Retain cards for use in the following Assessment activity.


Unit 7, Lesson 1, Part BGiving and Following Instructions

99

Word ofthe Day:end

Engage and Explore

Constructive Instructions

1. Have students remain in their groups.

2. Focusing on using the words bring, put, and give, each group should write a list of instructions (minimum of five steps) that will direct another group to move objects around the classroom. For example:

Bring a book to the teacher. Put a book on his desk. Write your name on a paper, bring it to Simon, and put it in front of him. Give a notebook to your friend. Take a pen from your friend.

3. Have the groups trade lists of instructions and try to complete their set of tasks.


Assessment

Creative Paragraphs

1. Direct each student to choose four Memory word cards from the previous Jump Start activity.

2. Learners should then write a story (minimum eight sentences) that contains these words.

3. After students take turns reading their stories aloud, collect papers and evaluate for word use, correct grammar, spelling, and sentence structure.


Unit 7


Vocabulary Introduced or Practiced:arrivingbeginbeginningbeginscomecomingeighthendendingendsleavingrainstenth

JanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecember

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use come, arrive, begin, end, and leave in context. • Create a calendar using calendar-related vocabulary.

Materials: Art paper Rulers Magazines and newspapers Drawing materials

Jump Start

The Beginning and the End

1. Model the use of come, arrive, begin, end, and leave by stating observations and asking questions such as the following:

Maria is coming to class.Nicholas is arriving.Is Sophia going to come to class?Class is going to begin in two minutes.Class is beginning now.What month is at the beginning of the year? When does class end?Class is going to end in five minutes.Class is ending now.When are you leaving?Are you leaving now?What day is at the end of the week?

2. Direct students to practice the above words by using them in their own statements and questions to others.

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Interpersonal

Unit 7, Lesson 1, Part CMonths of the Year

101

Word ofthe Day:bring

Being Creative

Calendar Creation

Prepare Ahead: • Drawing materials, rulers, and art paper (one sheet per student). • Magazines and newspapers. • Sample calendar in the style described below.

1. Display the sample calendar and explain its components.

2. Distribute art paper, rulers, and drawing materials.

3. Instruct students to fold their sheets of paper in half and draw, on the lower half of the page, a grid with seven columns and five rows.

4. Learners will then write the name of the current month above the grid, days of the week above each column, and dates in each grid square.

5. After distributing magazines and newspapers, direct students to decorate the upper half of their page with images that represent aspects of the month (weather, activities, holidays, or other features). Learners may use cut-out images from magazines and newspapers or their own drawings for illustrations.

6. Have students take turns displaying their calendars and explaining their illustrations.

If the schedule allows, repeat this activity at the beginning of each subsequent month.


Assessment

Human Calendar

Prepare Ahead: • Slips of paper, each with the name of one month written on it.

1. Distribute slips of paper and explain that the month each student receives is her assigned month. Depending on your class size, it may be necessary to assign more than one month to a student, or to assign the same month to multiple students.

2. Students should interview each other to find out what month each person represents and organize themselves in a line by month.

As class ends and students leave the classroom, you may wish to have the students take turns saying, “Class is ending and I am leaving.”

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Bodily-Kinesthetic

Unit 7


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write about parties they have planned, hosted, or attended.

Being Creative

Party Helpers

After students reflect on the parties they have planned, hosted, or attended, they should write at least six sentences about the details of these celebrations. Students may include tasks, materials, activities, guests, locations, and other features in their descriptions. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 7, Lesson 1, Part DJournal Activity–Party Helpers

103

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Properly order the months and then research and present information about events that occur during the year.


Every Month Is Different

Prepare Ahead: • Write the names of the months on pieces of paper.

1. Tape the names of the months to the board in random order.

2. Call on students to organize the months in order, switching one piece of paper at a time. When a piece of paper is in its proper spot, circle the paper to show that it should not be moved anymore.

3. When the months are in proper order, divide the class into twelve groups of students, one group for every month. If there are not enough students, assign more than one month per group.

4. Students should use the library or Internet to research facts about their month(s), including notable birthdays, events, holidays, and more.

5. Learners will present their findings to the rest of the class. If students have not mentioned the heritages celebrated during specific months, be sure to discuss them. The list of heritage months can be found at:

smithsonianeducation.org/heritage_month/index.html


Unit 7, Lesson 1, Part EAmerican Cultural Activity–Every Month Is Different

Unit 7

105

Grammar

Prepositional Phrases

Review with learners that a preposition functions to describe the relationship (of time, manner, or place) among the other words in a sentence. A preposition comes before the noun it modifies, and is the first word in a prepositional phrase. For example: New York is cold in the winter. (time) Would you like to pay with cash or a credit card? (manner) She used to work in a bakery. (place)

An adverbial is a prepositional phrase that functions as an adverb to describe the action expressed by a verb. The manager is meeting her employee at the office (modifies meeting).

An adjectival is a prepositional phrase that functions as an adjective to describe a noun. I studied art at a college in the United States (modifies college).

Usage

Numbers

Explain the following:

Numbers from twenty through ninety-nine are hyphenated: thirty-six seventy-four eighty-nine

Numbers of hundreds and thousands are not hyphenated: five hundred two thousand

Numbers are stated beginning with the largest unit and ending with the smallest unit: four hundred fifty-two one thousand nine hundred thirty-one


Unit 7


Vocabulary Taught or Reviewed:callcallinghelpingmeetingpolicetalking

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Develop Lesson concepts by acting out new verbs. • Recognize actions and define them using Lesson vocabulary.

Jump Start

Verbs Around the Classroom

1. Write these verbs on the board: help, meet, call, talk.

2. Instruct students to get in a circle. You should join the circle, too, and model the format of this exercise.

3. Turn to the student on your right and say a sentence (statement or question) that uses one of the words on the board. That student should reply to you with a sentence that has a word from the board. He then turns to the student on his right and continues by saying another sentence. For example:

Teacher (to Student 1): Are you going to call your friend? Student 1 (to Teacher): Yes, I am going to call her. Student 1 (to Student 2): I want to help you cook. Student 2 (to Student 1): Thank you. We can talk and cook. Student 2 (to Student 3): My mother wants to meet your mother.

4. Learners should continue this pattern until the last student says a sentence to you, completing the circle.

Encourage students to be creative as they form sentences, and let them know that nonsensical replies will add an element of fun to this exercise.


Unit 7, Lesson 2, Part ASocial Interaction Verbs

107

Word ofthe Day:help

Focus and Motivate

Meet and Greet

1. Divide the class into pairs of students and give each a verb (help, meet, call, or talk) to act out in the style of the game Charades.

2. Give students time to devise their strategies for acting out their verb.

3. Groups then take turns acting out their verbs before the class. The first person to guess correctly wins a point for their team.

4. The team with the most points by the end of the activity wins.


Assessment

Writing Interactions

1. Direct students to write a short story (1-2 paragraphs) using the verbs help, meet, call, and talk.

2. After several volunteers read their stories aloud, collect papers and evaluate for content, correct grammar, spelling, and sentence structure.


Unit 7


Vocabulary Introduced or Practiced:addressdateearlyfifthfourteenthhelphundredlateMain Streetnineteenthseventeenthsevenththirteenththousandtwelfthtwentiethyear yen

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Differentiate between various modes of contacting another person and other items that use numbers. • Collaborate to find an answer that uses Lesson vocabulary and large numbers.

Materials: Photos and prices of expensive items, such as a designer handbag, car, top-of-the-line bicycle, and others

Jump Start

Vocabulary Drill

1. On the board, write a date, an address, a price (make sure to use a dollar sign), an e-mail address, and a phone number. Read the examples aloud and call on students to read them after you. Ask students to identify each, explain how to differentiate between them, and tell where such identifying information appears (on envelopes and price tags, for example).

2. Write new examples of each and ask students to identify and read them aloud.


Unit 7, Lesson 2, Part BTimeliness and Numbers Greater Than 100

109

Word ofthe Day:late

Engage and Explore

Guess the Price

Prepare Ahead: • Photos of 15–20 expensive items, such as a designer handbag, car, and top-of-the-line bicycle.

1. Group students into teams of three or four.

2. Display one photo at a time to the class. Team members should confer to arrive at their team’s price estimate of the item on display.

3. A representative from each team should announce his team’s estimate.

4. Reveal the actual price of the item and award a point to the team with the closest estimate.

5. As this guessing game continues, team members should rotate as representatives to announce price estimates.

6. Continue until all items have been displayed. The team with the most points wins.


Assessment

Early Birds

1. Instruct students to write about situations or events for which a person should not be late—such as school or a wedding. They should use the phrases early for and late for, and discuss why people should be on time and why someone might be late for an event.

2. Collect papers and evaluate for content, correct grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Intrapersonal

Unit 7


Vocabulary Introduced or Practiced:birthdaydanceknowknowswear

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Act out directives when prompted. • Create and perform scripted dialogues about setting an appointment with another person.

Materials: Lesson photos Magazine photos from Assessment activity in previous Lesson Download sample script Track 11

Focus and Motivate

Do This, Do That!

Explain to students that you will be calling out different directives and that they are to take turns acting them out. For example: Please sit. Turn left. Turn right. Read your book. Wash your hands.


Engage and Explore

Let’s Get Together

1. Divide the class into groups of two or three students; assign each group a name or number.

2. Play sample script as students listen. Follow up with general comprehension questions such as: What are they talking about? What do they want to do? What questions do they ask? What do they decide? Play the audio again.

3. Direct groups to develop a script about getting together on the weekend; let them know that they will be performing their skits later during this class session. Each student should have her own copy of the completed script, which will include information about the date

of the event, at least one piece of contact information (e-mail address, street address, phone number), and at least one imperative (Meet me at the cafe.).

Unit 7, Lesson 2, Part CContact Information, Calendar Dates, and Imperatives

111

Sample Script: Juan: Who are you calling? Gina: I’m calling Lisa. Lisa: (On the phone) Hello? Gina: Hi, Lisa. This is Gina. Are you coming to the cafe next week? Lisa: Yes. Juan: When are you going to the cafe? Gina: We’re going on July 14th. Lisa: What is the date? Gina: Meet me at the cafe on July 14th. Juan: Do you know the address? Gina: Yes, it’s 134 Main Street. Lisa: I will meet you next week. Goodbye. Gina and Juan: Goodbye! Juan: Call me tomorrow. My phone number is xxx-xxxx. Gina: Yes, I am going to call you at 11:30. Juan: Goodbye. Gina: Goodbye.


Assessment

Skit Performances

1. Before skits are performed, write the following cues on the board: date, address, phone number, e-mail address.

2. Instruct students to each create a grid on a sheet of paper. On the vertical axis they should list the above terms; on the horizontal axis they should list the groups’ names or numbers. Explain to students that they should fill in the correct contact information they hear during each groups’ performance.

3. After each skit is performed, ask the audience questions about its content.

4. Collect grids and assess for accuracy.


Unit 7


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Develop and organize an event and describe it in writing. • Process information in relation to cost and acquisition of materials, and describe that information using Lesson vocabulary.

Classroom Community

In-Class Activity–Planning a Party

1. Instruct students to each assume the role of a party planner.

2. Learners should make up a fictitious party and organize all details for the event.

3. Using as much vocabulary and creating as many details as they can, students should list all of the specific information for their party. For example: The party is going to be at night on Sunday, September 23, the first day of fall. It is going to be at the park next to the lake. People are going to arrive in the evening and leave at night. Alfonso is bringing milk. Terrance is bringing some games. Put the chairs on the grass, next to the trees. Put vegetables and fruits on the table. There is going to be singing, dancing, and games.


Out-of-Class Activity–Budgeting for a Party

Have students choose two items from their party. Outside of class time, they should research the cost for those two items, given the size of the party they have planned. For example:

We need chairs for fifty people. (The student might call a party supply store to find out the rental fee for fifty chairs for one night.)We need juice for fifty people. (The student may need to go to a store or consult an advertisement to determine juice prices. He would then have to calculate a total price based on an estimate of how much juice the partygoers will drink.)


113

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Write about conversations with others.

Reflection

My Circle of Friends

Have students write (in their journals) about their recent face-to-face and telephone conversations with others. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 7, Lesson 2, Part EJournal Activity–My Circle of Friends

Unit 7

115

Grammar

Demonstrative Adjectives

Explain to students that the demonstrative adjectives this, that, these, and those describe the relative position of a noun (near or far). This cake is for her fifteenth birthday. That watch is new. These dresses are expensive. Those cars are red.

Demonstratives must agree in number with their related nouns.

Usage

Courtesies

Lead a class discussion about the following social conventions among English speakers in the United States:

Use the formal greeting Hello with strangers, persons of authority, and in situations where some social distance is appropriate. Use the informal greeting Hi with friends, relatives, and younger people. Hi may also be used in situations where a degree of intimacy is appropriate.

The phrase You’re welcome is always appropriate as a response to Thank you.

In the United States, handshakes are common but not required.

Phatic expressions—questions of common courtesy that do not require detailed answers—are used in everyday conversations. Examples of phatic expressions are: How are you? How are you doing?

Advise students that these brief responses are polite responses to such questions: I’m fine . I’m fine . How are you?


Unit 7


Vocabulary Taught or Reviewed:dessertdessertsfifteenthfruitsheresaladsaladssorrysoupthose

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Categorize types of food. • Guess an event by its required preparation and activities.

Materials: Photos of different types of foods, such as orange juice, milk, soup, and salad.

Skill Builder

Sentences in Motion

Prepare Ahead: • Photos of different types of foods, such as orange juice, milk, soup, and salad.

1. Write breakfast, lunch, and dinner in three columns on the board.

2. Distribute photos of food to the class. Instruct students to come to the board one at a time, and place the photos in the most appropriate meal column. As they do so, students should state the name of the food and the meal at which it is usually served.

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Naturalist

Unit 7, Lesson 3, Part AParties and Meals

117

Word ofthe Day:dessert

Being Creative

Which Party?

1. Write these on the board: birthday party, beach party, costume party.

2. Divide the class into groups of three or four students, and instruct them to choose one of the party types. For example, a birthday party would have a birthday cake, games, radio, dancing, and singing.

3. Learners should list several items and activities they would have at their party.

4. Pair up the groups and direct them to alternate reading one entry at a time from their lists. At the end of the list, students should guess what type of party the other group was describing.

5. Continue switching groups until all have been paired with each other.


Assessment

Different Parties

1. Direct students to write 2-3 paragraphs about the differences among a birthday party, beach party, and costume party.



Unit 7


Vocabulary Taught or Reviewed:bookstoresdoctor’sdrove police officer’sstorestalk

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Answer questions about personal interests using have to. • Research and determine the requirements for various topics.

Materials: Research materials or library access

Focus and Motivate

Things to Do

1. Write this sentence format on the board: At [place], you have to [verb] and [verb] .

2. Discuss the phrase have to. Call on students to create logical sentences using the format you have written on the board. For example:

At school, you have to listen and study. At the grocery store, you have to shop for food and pay with cash or a credit card. At the airport, you have to have a ticket and wait to get on the airplane.


Unit 7, Lesson 3, Part BRequirements

119

Word ofthe Day:sorry

Skill Builder

Requirements Research

1. Take a trip to the library or have research materials available.

2. Explain to learners that they will be researching the requirements for two topics of their choice from a list you provide. Among the topics could be:

What do you have to do to be a teacher? What do you have to do to drive a car? What do you have to do to go to Japan?

3. Ask students to write the results of their research using have to. To be a teacher, you have to go to college.

4. Learners should write at least four requirements for each of their two topics.


Assessment

Listen Up

1. Students should present the information gathered in the previous Skill Builder exercise to the rest of the class.

2. Lead a class discussion about the similarities and differences in the findings.


RAISE THE BARHave students search multiple sources for their information about requirements. Students should compare the sources and assess their accuracy and credibility. Direct them to use technology and the Internet to write, and then present their findings. They should include summaries, quotes, and paraphrasing without plagiarizing. Confirm that students have cited their sources.

Unit 7


Vocabulary Introduced or Practiced:broughtcostumedressesmakingstudent’stypetypes

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use Lesson vocabulary to describe popular and culture-specific desserts. • Organize themselves as a group to prepare for a birthday party.

Materials: Photos of various desserts Magazines


Let Them Eat Cake

Prepare Ahead: • Photos of various desserts.

1. Discuss different types of desserts and their ingredients (fruit, milk, eggs, sugar).

2. Ask students to talk about their favorite desserts from their homes or countries of birth. To help learners explain what the deserts look like, invite them to draw pictures of delicacies on the board.


Unit 7, Lesson 3, Part CCelebrations and Culture

121

Word ofthe Day:birthday

Focus

It’s My Birthday!

1. Distribute magazines to the class. Instruct students to each cut out an image of an object; this will be their gift to take to an imaginary birthday party for you.

2. Tell the students that their goals are to acknowledge your birthday and give you a gift.

3. Explain that when you approach a student she should ask, “Is it your birthday?” After you reply affirmatively, engage her in a conversation about birthdays. Ask questions such as, “When is your birthday?” “How old will you be?”

4. During your conversation, the student should tell you she has a gift for you, hand it to you, and explain what it is.

5. Continue the process until you have conversed with and received a gift from each student.


Assessment

Birthday Parties

1. Students should write a paragraph (8-10 sentences) about the gifts given to you during the previous Focus activity. Encourage learners to vary the formats of their sentences and to provide as many details as possible.

2. Collect the papers and evaluate for content, correct grammar, spelling, and sentence structure.


Unit 7


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write about observed differences across cultures concerning manners.

Being Creative

Minding Your Ps and Qs

You may wish to take this opportunity to explain the term polite, which is taught later in the Rosetta Stone program.

Direct students to describe (in their journals) differences they have observed in terms of appropriate behavior—what can and can’t be done—in different cultures they have experienced. (If a student is only familiar with one culture, have her write about what is appropriate behavior in her culture.) Students should use can, can’t, and have to in their journal entries. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 7, Lesson 3, Part DJournal Activity–Minding Your Ps and Qs

123

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Engage in conversations about birthday and coming-of-age customs.

Materials: Photos of bar or bat mitzvah ceremonies Photos of quinceañera celebrations Photos of cotillions


Celebrate Around the World

Prepare Ahead: • Photos of birthday or coming-of-age events that occur in different cultures, such as bar or bat mitzvah ceremonies, quinceañera celebrations, cotillions, and others.

1. Show photos of different birthday or coming-of-age celebrations that occur in other cultures. Discuss the similarities, differences, traditions, and importance of these events.

2. Ask learners about their own birthday or coming-of-age customs.

3. Direct students to spend 20 minutes writing about these personal events and how they reflect their cultural heritage. Encourage them to describe details about the ceremonies or festivities associated with these customs, including food, gifts, clothing, music, and so on.


Unit 7, Lesson 3, Part EInternational Cultural Activity–Celebrate Around the World

Unit 7

125

Usage

Expressing Politeness

Explain to students that English speakers use modal verbs to express politeness and soften a request. For example: I would like to go to your birthday party, but I’m busy on Friday. Can I please speak to your father? Would you like to go to the game?

Usage

Preferences

Share with learners these English language generalizations:

The word or calls for a choice among options. They can go left, right, or straight ahead.

The phrase would like to softens the stated wish or preference. I would like to go to your birthday party, but I’m busy on Friday.

The word best indicates the highest quality, standing, or degree among several options. I sing well, she sings better, and he sings the best.

Better is a term used to state a preference between two options. That restaurant is good, but this restaurant is better.

Clauses with because explain cause-and-effect reasons. I am wearing sunglasses because it is sunny.


Unit 7


Vocabulary Taught or Reviewed:badlybestbetterdancer’sgoodmusician’splayswellworseworst

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Make a distinction and use the terms good and well in their proper context. • Summarize a review and draw conclusions about the author’s opinion from cues found in the text.

Materials: Copies of newspaper or magazine reviews about a movie, play, book, or concert Copies of handout with sentences containing blanks where well or good should be, one per student (see Appendix A)

Skill Sharpener

It’s All Well and Good

Prepare Ahead: • Have copies of handout with sentences ready, one per student.

1. Write well and good on the board and discuss the difference between these 2 words.

2. Read the first two sentences on the handout aloud, one at a time, saying the word “blank” in lieu of either well or good. For example:

Ellie sings ___. The food is ___ in this restaurant. Call on the students to fill in the blanks with either well or good.

3. Distribute the handouts and have students work in pairs to complete the sentences with either well or good.

4. Discuss the answers together as a class, having students try to resolve any disagreements they may have and give reasons.

If time permits, have students create fill-in-the-blank sentences to challenge their peers.


Unit 7, Lesson 4, Part AMusic and Forms of Good and Bad

127

Word ofthe Day:best


Critic’s Corner

Prepare Ahead: • A newspaper or magazine article (one per pair of students) that reviews or contains opinions about a movie, play, book, or concert.

1. Divide the class into pairs of students and distribute newspaper or magezine articles.

2. Each pair of students should read the article, with one student reading it aloud to the other and his partner taking notes.

3. Together, the two learners should arrive at a conclusion as to the author’s opinion about the movie, play, book, or concert. Encourage students to note clues in the text that support their conclusion.

4. Each pair will present its findings to the rest of the class, elaborating upon why they reached their conclusion.

4 4 4 4 4 Bloom’s Taxonomy: EvaluationMultiple Intelligences: Logical-Mathematical

Assessment

Entertainment Sentences

1. Instruct students to write a sentence for each of these words: movie, play, concert, restaurant, book, and hotel.

2. Students should use a combination of the words good, well, bad, best, better, worse, and worst to express an opinion related to each word. For example:

That movie is the best in the theater this month. The woman and the man in the movie speak well, but the child speaks the best.

3. Collect sentences and evaluate for content, correct grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: EvaluationMultiple Intelligences: Verbal-Linguistic

RAISE THE BARWrite the following expressions on the board:• better late than

never• better than

expected• better than

nothing • Two heads are

better than one.• Better (to be) safe

than sorry.• It’s better than a

stick in the eye. Explain to the class that these expressions are examples of idioms and adages and discuss what that means. Then ask the class about how they are similar, eliciting that they are all comparatives using better. Divide your students into groups and assign each group an expression. Instruct them to discuss it, determine what it means, then explain it to the class giving examples.

Unit 7


Vocabulary Introduced or Practiced:busy cooksdrankdrivesfreepianoswims

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Compare days of the week to decide which of their days are the busiest. • Use Lesson vocabulary to describe someone’s availability.

Materials: Art paper Colored markers, pens, or pencils Scissors

Being CreativeTeófilo’s Calendar

1. On the board, create a calendar for an imaginary student named Teófilo. With input from your students, assign activities to some days (swimming, running, eating at a restaurant) and leave some days open.

2. Ask students if Teófilo is free or busy on certain days. Encourage students to answer in complete sentences, adding details as appropriate. For example:

Yes, Teófilo is free on May 8. He is not free on the 14th. He is busy because he is running in the park.

3. In pairs, have students take turns asking their partners about Teófilo’s schedule. Walk around and check their question and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Visual–Spatial

Unit 7, Lesson 4, Part BBusy and Free

129

Word ofthe Day:busy

Focus

Busy Bee

1. Distribute construction paper, scissors, and pens. Explain to students that they will each be constructing an invitation for a party that will take place next week. In the invitation, they should include the time, place, date, and any extra information learners would like to provide.

2. When everyone is finished making their invitations, students should circulate around the room, approaching their peers and showing them their invitations.

3. Upon handing her invitation to a classmate, a student should ask a question such as, “Are you free on [date] to come to my party?”

4. The other person should accept or decline based on availability. Students should carry an extra sheet of paper with them to keep track of invitations they have accepted; they should refer to this when asked to attend a classmate’s party.

5. An exchange between two students might include: Student 1: Are you free on April 16? Student 2 (looking at the invitation and her list of obligations): No, I’m sorry. I’m busy on April 16 at 7:30. Student 1: That’s okay. (or, That’s okay. Please come late if you can.)

6. Make sure all students have invited each other to their parties.

7. Ask questions about students’ party schedules.


Assessment

Comparing and Contrasting

1. Students should write 1-2 paragraphs about how busy their weekends are, as compared to weekdays. Instruct them to address the activities that take up most of their time (homework, reading, playing soccer).



Unit 7


Vocabulary Introduced or Practiced:dancerdancersdancesmusicianmusiciansokaysingersingssure

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use Lesson vocabulary and comic strip images to create their own dialogue. • Write a dialogue using a given topic and incorporating Lesson phrases.

Materials: Newspaper comic strips, one per student

Focus and Motivate

Comic Revision

Prepare Ahead: • Copies of a newspaper comic strip with three or four panels, one per student. Use white correction fluid to hide the text in the comics.

1. Distribute copies of the comic strip.

2. Direct students to write a short dialogue between the characters that includes the phrases I’m sorry and that’s okay.

3. Have learners read their dialogues aloud.


Unit 7, Lesson 4, Part CApology and Acceptance

131

Word ofthe Day:okay

Being Creative

Contrite Characters

1. After dividing the class into pairs of students, direct each group to write a script about two characters who use I’m sorry and that’s okay in their ongoing dialogue throughout the course of a day.

2. Students should name their characters and attempt to use I’m sorry and that’s okay as often as possible.

3. Allow time for students to practice before performing their dialogues for the class in the following Assessment activity.


Assessment

Play Acting

1. Have learners take turns performing the dialogues they wrote during the previous Being Creative activity.

2. After all groups have performed their dialogues, lead a discussion about the scenarios in which I’m sorry and that’s okay were used. Highlight the meaning of these phrases and their appropriate use.


Unit 7


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Summarize reviews and make judgments using these reviews. • Discuss the performances of singers, musicians, or dancers. • Form opinions and state them in writing.

Materials: Magazines or newspapers, one per student, with reviews of fine-arts events

Classroom Community

In-Class Activity–Reviewing the Reviews

Prepare Ahead: • Magazines or newspapers, one per student, with reviews of performances of musicians, singers, or dancers.

1. Direct students to each find two reviews pertaining to musicians, singers, or dancers.

2. Learners should then summarize the reviews in writing, focusing on keywords and phrases that reflect whether the reviewers felt the performances were good or bad.

3. Ask several volunteers to share their summaries with the class, then collect papers and evaluate.


Out-of-Class Activity–Interviews and Reviews

1. Instruct learners to interview their family and friends to find out who their favorite musicians, singers, or dancers are. Encourage them to discuss what the interviewees like most about the performer.

2. Students should try to listen to or watch a performance of at least one of the artists mentioned by their friend or relative.

3. Learners should then write a review of the performance and turn it in for your evaluation at the next class session.


RAISE THE BARWhen interviewing a family member or friend about a favorite musician, singer, or dancer, have students note what the interviewee liked most, and why. Ask students to evaluate the soundness of the interviewee’s reasoning, and whether it is based in factual evidence, emotional response, or other opinion-based reasons. After seeing a performance of the artist, have the students respond to these arguments in their review, developing the topic by comparing and contrasting, with well-chosen facts and examples.

133

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • State their opinions in writing about the arts and artists.

Materials: Magazines or newspapers, one per student, with reviews of fine-arts events


The Good Arts

Students should write about a performing artist, stating their opinions about the person’s musical, vocal, or dance talents. Suggest that learners be specific about why they enjoy or dislike the artist’s work. Remind them to check their work for correct grammar, spelling, and sentence structure.

Unit 7, Lesson 4, Part EJournal Activity–The Good Arts

RAISE THE BARHave students research and write arguments taking a viewpoint regarding art. For example: traditional arts versus contemporary art; how performance art is considered different from traditional visual arts (painting, sculpture) or theater arts (drama, comedy); why the message of one artist may be more powerful than another (Picasso’s Guernica versus Goya’s The Third of May 1808).

Unit 7


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Read a newspaper article and discuss its message.

Materials: Copies of a brief newspaper article, one per student

Skill Builder

Reading Articles

Prepare Ahead: • Copies of a brief newspaper article, one per student.

1. Distribute the article and direct students to scan it for familiar words, phrases, and sentences.

2. Instruct learners to read the article and jot down main points.

3. Lead a class discussion about the article, calling on individual learners to voice their observations and opinions.

4 4 4 4 4

Unit 7, Lesson 5, Part AFocused Activity–Reading Articles

RAISE THE BARFrom the newspaper articles, have students identify 10 unknown words and phrases, then try to determine their meanings from the context, writing down what they think is the definition. Using dictionaries, they should confirm the meanings, revising the definitions they first noted.

135

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Write grammatically correct sentences that use Lesson terms in context.

Extra Help

Rows of Grammar Fun

1. Instruct students to each fold a piece of paper in thirds so it has three columns when opened up.

2. Write these pairs of words and phrases on the board: come/go leave/arrive talk/to call early for/late for know/not know here/there this/that these/those well/badly busy/free

3. Have students copy the pairs of terms down the left column of their paper. Discuss possible related sentences using the first pair of words, come and go. For example:

Will Tucker come to my party? No, he wants to go to a movie.

4. Directly across from each word pair, in the middle and right-hand columns, learners should write two sentences that relate to each other and that each contain one of the paired words in the left-hand column.

5. Have students discuss their examples.

4 4 4 4 4

Unit 7, Lesson 5, Part BFocused Activity–Rows of Grammar Fun

Unit 7


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Take note of important information using only aural cues.

Extra Help

Listening Carefully

1. Each student should have a blank sheet of paper in front of him. Explain that you will be describing the traits of three imaginary people: Guadalupe Verdes, Naa-Young Kim, and Antony Espartero.

2. Assign each learner one of these people.

3. Instruct students to write the information relating to their assigned person as you read several sentences about the three people. For example:

Guadalupe Verdes is a college student. Naa-Young Kim is dancing at the party. Antony Espartero is going to the beach. Naa-Young Kim is calling her mother. Antony Espartero is going to be late. Guadalupe Verdes’ birthday is September 3rd.

4. Ask students to compare their lists and discuss differences and similarities.

4 4 4 4 4

Unit 7, Lesson 5, Part CFocused Activity–Listening Carefully

137

Dining and VacationGrammar & Usage: Adverb of Degree, Preposition Use . . . . . . . . . . . . .141Lesson 1a: Expectations About the Future . . . . . . . . . . . . . . . . . . . . . . . . .142Lesson 1b: Asking and Answering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144Lesson 1c: Dining In and Dining Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146Lesson 1d: Journal Activity–Dinner at My House . . . . . . . . . . . . . . . . . . .148Grammar & Usage: Negation, Types of Things . . . . . . . . . . . . . . . . . . . . . .149Lesson 2a: Music and Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150Lesson 2b: Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152Lesson 2c: Seek and Find . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154Lesson 2d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156Lesson 2e: Journal Activity–Music Review . . . . . . . . . . . . . . . . . . . . . . . . . .158Grammar & Usage: Expressing Emotions, Sequencing Events . . . . . .159Lesson 3a: Worship Sites and Basic Emotions . . . . . . . . . . . . . . . . . . . . . .160Lesson 3b: Length of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162Lesson 3c: Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164Lesson 3d: American Cultural Activity–Traditional American Music . . . .166Lesson 3e: Journal Activity–Travel Agent . . . . . . . . . . . . . . . . . . . . . . . . . . .167Grammar & Usage: Possession, Modal Verbs . . . . . . . . . . . . . . . . . . . . . . .169Lesson 4a: Vacations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170Lesson 4b: Quantity and Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172Lesson 4c: Going to the Beach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174Lesson 4d: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176Lesson 4e: Journal Activity–Stranded on an Island . . . . . . . . . . . . . . . . . .178Lesson 4f: International Cultural Activity–Ancient Rome . . . . . . . . . . .179Lesson 5a: Enrichment Activity–Lost and Found . . . . . . . . . . . . . . . . . . .180Lesson 5b: Focused Activity–Reading Paragraphs . . . . . . . . . . . . . . . . . .181Lesson 5c: Focused Activity–Vocabulary Mobile . . . . . . . . . . . . . . . . . . .182Lesson 5d: Focused Activity–Find the Error . . . . . . . . . . . . . . . . . . . . . . . .183Lesson 5e: Level 2 Review: Radio Broadcast–Part 1 . . . . . . . . . . . . . . . .184Lesson 5f: Level 2 Review: Radio Broadcast–Part 2 . . . . . . . . . . . . . . . .186

Unit 8


Unit 8: Dining and Vacation Introduction to Unit 8In this wide-ranging Unit, your students will learn to converse about a variety of topics, including dining in restaurants and at home, vacations, stating predictions for the future, music and art, looking for and finding things, and describing actions in proper sequence. Students will also learn how to ask questions that help them solve unknowns with deductive reasoning.

Teaching Unit 8By now, your students have ample vocabulary and grammar skills to compare and contrast things and ideas. As this new Unit progresses, you will be helping them as they develop new ways to discuss their likes and dislikes and express their points of view. No longer will conversations seem two dimensional. As learners describe their opinions, they will have new vocabulary to express their emotions.

Lesson 1a: Expectations About the Future Laughs are sure to ensue today as your students have free rein to write fortunes for fortune cookies, as a means of practicing English vocabulary used to state predictions about what will happen in the future.

Lesson 1b: Asking and Answering The game Twenty Questions is an old favorite and in this lesson it will serve as a lively way for your students to form and use the interrogative and indicative moods. As they practice formulating questions, they will be challenged to use deductive reasoning to zero in on mystery answers.

Lesson 1c: Dining In and Dining Out This Lesson introduces more detailed vocabulary and real-life situations related to dining than students have encountered before. Today they will practice these new concepts through a table-setting exercise and role-playing in a mock restaurant.

Lesson 1d: Journal Activity–Dinner at My House Eating at home versus eating in a restaurant are quite different experiences. Today students will compare these as they write in their journals.

Lesson 2a: Music and Art Today’s Lesson lets students play the role of critic as they listen to music and look at paintings or photos and communicate with you and their peers about their personal tastes in music and the visual arts.

Lesson 2b: Cities This Lesson revisits the topic of the city map, which students were introduced to in Level 1 of the Rosetta Stone® software. Now, students are able to converse about landmarks, directions, and events that happen or happened at certain locations represented on a city map. Today they are challenged to do so in tandem map-drawing and conversation assignments.

Lesson 2c: Seek and Find A game of Hot and Cold and a script-writing and performance exercise offer your students opportunities to practice writing and speaking about looking for and finding items and locations. As well, these activities encourage skill-building in terms of interpersonal collaboration toward common goals.

Lesson 2d: Review You will need to prepare ahead for this energetic and thought-provoking review—disguised as a relay race—by filling envelopes with a variety of written challenges that are detailed on the Lesson plan pages. Teams of students will compete against each other to see which can be the first to finish activities that put their vocabulary and grammar skills to the test.

Lesson 2e: Journal Activity–Music Review Almost everyone has a favorite musical group they enjoy listening to. In today’s Journal Activity, students will write a review of a performance of their favorite group.

Lesson 3a: Worship Sites and Basic Emotions Vocabulary words for two diverse topics are introduced in separate sections of today’s Lesson: types of buildings associated with world religions and basic human emotions. First, class discussion will revolve around images of mosques, temples, churches, and synagogues. Next, students will listen to a conversation and identify emotions they heard, and then groups will write and perform short skits incorporating vocabulary and dialogue centering on emotions.

Lesson 3b: Length of Time Three activities in today’s Lesson will help your students grasp the concepts of how long, as it relates to time engaged in performing an activity or being somewhere, and be in terms of being in a location.

139Unit 8

Lesson 3c: Sequencing Visual cues—a map and illustrations of a mountain and hill—will be the focal points for activities in today’s Lesson. Your students will practice talking about the actions of going up and going down, and will describe, in order, the comings and goings of an imaginary character by using the terms first, then, and finally.

Lesson 3d: American Cultural Activity–Traditional American Music This is a toe-tapping opportunity for you and your students to listen to and explore the rich history of traditional American music—jazz, blues, and folk. Make the class period more all-embracing by asking learners their opinions about the various types of music, and to share with you and their peers traditional music from their home cultures.

Lesson 3e: Journal Activity–Travel Agent Let students wear the hat of a travel agent today as they choose a country and write a fact-loaded advertisement that will attract potential travelers.

Lesson 4a: Vacations The concept of a vacation may be new to some students, so let your class know that their imaginations should run free today as they discuss and write tales about vacations, using the wide of range of new vocabulary presented in this Unit.

Lesson 4b: Quantity and Ability Today’s Lesson gets a jump start by incorporating photographs as tools to help students comprehend the concepts of uncountable amounts and the terms a lot and some. Next, students will participate in a category-based activity that gives them practice with communicating about the sometimes difficult concept of being able to do things.

Lesson 4c: Going to the Beach You will need some art supplies for this Lesson, in which students will focus on words and phrases that describe the sights, sounds, and pleasures of spending time at the beach.

Lesson 4d: Review This review will provide students with an opportunity to firm up their command of travel-related words and concepts, and draw upon vocabulary learned in earlier Lessons. After creating a paper suitcase filled with imaginary items, students will describe the contents to their peers. Later, outside of class, they will interview two people about their travels, then sum up the interviewees’ experiences in writing.

Lesson 4e: Journal Activity–Stranded on an Island Students’ imaginations can set sail today as they write in their journals about being a lone castaway on a small island.

Lesson 4f: International Cultural Activity–Ancient Rome Ancient Rome comes alive as small groups of learners conduct Internet or library research, write a report, and present their findings about architecture, games, food, art, and other aspects of life in the Eternal City two millennia ago.

Lesson 5a: Enrichment Activity–Lost and Found For those students excelling in their command of English, this long-term activity—writing a mystery story—will provide an engaging challenge that they can do independently on a timetable best suited to their schedules.

Lesson 5b: Focused Activity–Reading Paragraphs After sorting through five paragraphs on their desks, pairs of students will read them, then decide which is the introduction and the conclusion, and then put the puzzle together to make a story by connecting transition words and phrases.

Lesson 5c: Focused Activity–Vocabulary Mobile Bring wire coat hangers, string, and other craft supplies to this class as students will each be designing a three-dimensional mobile highlighting 20 English vocabulary words they have found challenging.

Lesson 5d: Focused Activity–Find the Error Learners will have fun checking these sentences for various grammar errors and rewriting them in the correct forms.

Lesson 5e: Level 2 Review: Radio Broadcast–Part 1 Bring a radio to class for this first of a two-part Review of Level 2. After your students listen to a radio broadcast of news, commentary, and commercials, they will discuss the content and format of the program. Then, groups of students will collaborate to write a mock radio broadcast of their own to be performed during the next class session.

Lesson 5f: Level 2 Review: Radio Broadcast–Part 2

As a wrap-up to Level Two, your students will perform the radio scripts they previously wrote. This is sure to be an engaging class as the novice broadcasters report on local news and events and put their vocal talents to the test with commercials.

141

Grammar

Adverb of Degree

Discuss with learners that the word very is an adverb of degree, which means that it describes the intensity of an adjective or another adverb. Very is placed before the adjective or adverb it modifies, as in this sentence: This is a very small door.

In the above example, small is an adjective that describes the door and very is an adverb that describes the degree of small.

Additional examples: This jewelry is very expensive. This is a very big clock. Someday these trees will be very tall. This is very sour. Can I have some sugar?

Grammar

Preposition Use

Explain to students that the preposition with has a broad range of meanings. In the Rosetta Stone® software, with is used to indicate: Accompaniment: Will you dance with me? By the use of: The girl is eating with a spoon. And or plus: bread with butter


Unit 8


Vocabulary Taught or Reviewed:beansbeefbutterchickengoeslemonlemonslimelimespepperpotatopotatoessomedaywill

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Make predictions about what may happen in the future. • Create future expectations and goals for themselves.

Jump Start

What Will You Do?

1. Introduce the word will by asking students: What will you do after school today? What will you do this Saturday?

2. Encourage students to answer using verbs in the future tense. For example: I will play soccer after school. On Saturday, I will visit my grandmother.


Being Creative

Fortune Cookies

1. Have learners write one or two sentences to create text for imaginary fortune cookies. For example:

You will have seven children when you are an adult. Your dad will cook chicken for dinner tomorrow. It will not taste good. Tomorrow it will rain and you will not have an umbrella.

2. Each student should cut out his fortune and place it in a jar.

3. Students should then take turns selecting a fortune from the jar and reading the sentences aloud.


Unit 8, Lesson 1, Part AExpectations About the Future

143

Word ofthe Day:question

Assessment

What Do You Want to Be When You Grow Up?

1. Have students write three or four sentences about what they will be or achieve when they are adults. Instruct them to be as creative as possible. For example:

Someday, I will visit the city in Russia where my parents went to school. After high school, I will study math in college because I want to be a teacher. When I am an adult, I will eat at restaurants seven days a week. I will have three children, a big house, and three dogs.

2. Collect sentences and evaluate for content, correct grammar, spelling, and sentence structure.


RAISE THE BARHave students write 1-2 paragraphs comparing and contrasting possible options for the future (what their parents want them to do versus what they want to do versus what they will do, etc.). Encourage the use of transitions and complex sentence structure. Remind them to check their work for correct grammar and spelling.

Unit 8


Vocabulary Taught or Reviewed:answeringanyaskingquestionquestionsvery

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to:• Form and use the interrogative mood, formulating questions to identify something unknown.• Form and use the indicative mood to respond with statements of fact.• Explain and assess an activity to demonstrate what they have learned.

Jump Start

What Are Questions?

Introduce the words very, something, question, asking, and answering by asking your students several questions. For example: I have a question that needs answering. Is there something here that is very small? I am asking a second question. Is there something here that is very expensive?


Engage and Explore

Twenty Questions

1. Instruct students that they will be playing Twenty Questions in small groups.


3. Have each group divide itself in half. Half of the students in each group will be asking questions, the other will be answering them.

4. Each “asking group” should quietly decide on a mystery person, animal, place, or object.

5. Each “answering group” will be allowed up to 20 questions to determine the identity of the other group’s mystery person, animal, place, or object. Questions should be phrased so they can be answered only with “yes” or “no.”

Unit 8, Lesson 1, Part BAsking and Answering

145

Word ofthe Day:spicy

6. In their respective groups, students should take turns asking questions or replying. Each query or answer should be prefaced by “My question is” or “My answer is.” The dialogue between groups should resemble:

Asking group: My question is: Is it something very big? Answering group: My answer is: No, it is not something very big. Asking group: My question is: Is it an animal? Answering group: My answer is: No, it is not an animal.

The back-and-forth dialogue continues until the maximum of 20 questions has been asked, or until a student correctly guesses the unknown person, animal, place, or object. For example:

Asking group: My question is: Is it a horse? Answering group: Yes, it is a horse.

7. Groups should switch roles and play again.


Assessment

Final Thoughts

1. Explain to students that in grammatical terms, sentences that ask questions use the interrogative mood and statements that state facts, such as their responses in the game they played, use the indicative mood.

2. Instruct students to write five sentences recalling or evaluating their experiences during today’s Engage and Explore activity using the interrogative and indicative. For example:

When Patrick was asking his questions, I was answering them. The pen was something very small in here. I liked answering questions more than I liked asking questions.

4 4 4 4 4 Bloom’s Taxonomy: EvaluationMultiple Intelligences: Interpersonal

Unit 8


Vocabulary Introduced or Practiced:bowlcupforkknifenapkinpeppersaltsourspicyspoonsugarsweetwaiterwaiterswaitresswaitresses

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use Lesson vocabulary to describe spatial placement. • Converse about dining experiences.

Materials Copies of Sample conversation, one per student (see Appendix A)

Jump Start

Set the Table

1. Draw a rectangle on the board and tell your class that it represents a dinner table.

2. Call on one learner at a time to come to the board and help set the table by drawing one item in its proper place on the table. Items could include: fork, spoon, knife, napkin, salt, pepper, cup, plate, bowl, cup.

3. The first student, for example, might draw a plate. He should ask his classmates what it is, then call on volunteers to answer.

4. When someone has answered correctly, that student should come to the board, draw another item on the dinner table, and ask its identity.

5. Continue the exercise until the table is set.


Focus

Dining Out

Prepare Ahead:• Copies of Sample conversation, one for each student

1. Divide the class into groups of 3 students. Give each student a copy of the Sample conversation. Advise each group to role-play a restaurant scenario, with one student as the waiter and the other two students as patrons.

Unit 8, Lesson 1, Part CDining In and Dining Out

147

Word ofthe Day:waiter

Sample conversation:Waiter: Hello, my name is Jack. I’ll be your waiter today. How can I help you?Patron 1: Hi, Jack. What’s the soup of the day?Waiter: The soup of the day is spicy chicken soup. Would you like to try it?Patron 1: Yes, that sounds good.Patron 2: Excuse me, I have a question.Waiter: Yes?Patron 2: Can I have a napkin and a knife?Patron 1: I need a napkin, too. I have one, but it’s dirty.Waiter: Yes, I have clean napkins. Do you want the soup, too?Patron 2: Yes, please. What do you have for dessert?Waiter: We have sweet lemon cake. Would you like dessert today?Patron 2: Yes, I will have the cake and coffee.Patron 1: I will have tea with sugar. (Waiter serves the food.)Waiter: Here is your soup, and the dessert will be here soon.Patron 2: This is very good. The chicken is spicy. I like it!Patron 1: Waiter? Do you have any sugar for my tea? (fade out)


Assessment

Restaurant Review

1. Ask students to reflect upon and write about a recent dining experience. They should use Lesson vocabulary to describe the food and the service, if at a restaurant.



Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss the style of food and dining in their home.

Being Creative

Dinner at My House

1. Instruct students to write about mealtimes at home.

2. Learners should describe how their table is set, how and what foods are typically served, and who is usually present.

3. Have students also write about the differences between dining at home and at a restaurant.

4. Remind students to check their work for correct grammar, spelling, and sentence structure.

Unit 8, Lesson 1, Part DJournal Activity–Dinner at My House

149

Usage

Negation

Explain that when English speakers wish to express the converse of something, indicate that something is not occurring, or illustrate the lack of a characteristic, they may state the negative of a statement by inserting:

The words do not or does not before a verb. The dog and the cat do not live at the zoo. He does not like this concert.

The term not between a 2-part verb. I am not coming to work today. The children are not cooking. Their father is cooking.

The term not before an adjective. This bridge is not famous. My glasses are not broken.

Usage

Types of Things

Remind students to use the word type when describing an item in relation to its category. A drum is a type of instrument. A statue is a type of art. Paintings and photos are types of art. These people are playing different types of instruments.


Unit 8


Vocabulary Taught or Reviewed:ancientbanddrumdrumsfamousfountaingrandmother’sguitarguitarsinstrumentinstrumentsmodernpaintingpaintingsphotophotospianosstairsstatue

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Evaluate different types of music and art according to their personal tastes. • Use writing and speech to communicate their opinions on the topics of art and music.

Materials: Radio Art books

Jump Start

Who Likes Art and Music?

1. Introduce Lesson vocabulary by discussing the concepts of art and music. Ask students if they are involved with either in any way. For example: Who studies art? How many types of art are there? What are they? Who studies music? How many types of instruments are there? What are they? Are you in a band?

2. Students will respond. For example: I am in the band because I like music. I play the drums. I want to work with art when I am an adult. I will study painting in college.


Unit 8, Lesson 2, Part AMusic and Art

151

Word ofthe Day:ancient


Bands on the Radio

1. Play a song on the radio for a few minutes.

2. While the song plays, ask students if they like it or not. Ask students to identify what types of instruments are being played on the radio.

3. Talk about the differences and similarities between the music that is playing and other types of music on other stations.

4. Invite students to describe the types of music they enjoy. For example: I do not like this music. The music that I like is fast and has drums and guitars.

I do not like pianos or music that is slow. The band that I like plays at a restaurant downtown on Wednesday. We will watch the band and we will dance.

5. Ask learners whether they agree with their classmates who have expressed opinions.

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Musical-Rhythmic

Assessment

Paintings and Photos

1. Display several art books with paintings and photographs.

2. Have students choose a photo or a painting they like and write a brief critique of it. For example: I like this painting because it is old and famous. In the painting, there are some hills with grass, flowers, and trees. The grass is green and the trees are very big. The flowers are very close, but the trees are not. The sky in the painting is blue and it is not cloudy.

3. Collect critiques and evaluate for content, correct grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: SynthesisMultiple Intelligences: Visual-Spatial

RAISE THE BARHelp students develop discussion skills by having them acknowledge new information given by their peers, asking questions and offering comments and observations relevant to the topic.

Unit 8


Vocabulary Introduced or Practiced:buildingdowntownhillmountainstadiumstookzoo

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Design a map of an actual or imaginary area using known vocabulary. • Interpret a map and discuss content and spatial relations.

Materials: Rulers Large paper City map Art supplies

Jump Start

Our City’s Vocabulary

Have students recall Lesson vocabulary by taking turns writing words on the board that relate to cities. Suggest that students focus on objects they will be able to draw onto a map.

Leave the words written on the board for the remainder of class to serve as a visual aid while students work on the next two activities.

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Bodily-Kinesthetic

Unit 8, Lesson 2, Part BCities

153

Word ofthe Day:instrument

Being Creative

Classroom Cartographers

1. Introduce the concept of a city map. If possible, show an example.

2. Explain to students that they will be drawing a map of a city. They may use a realistic style or abstract interpretation.

3. Students should include as much known vocabulary as they can by labeling all of the buildings, landmarks, and important monuments found around the city. Encourage them to be as creative and original as possible. In addition to naming places (zoo, statue, park, hospital), learners should personalize their maps. For example: These are the restaurants I like. The red streets are where I walk my dog. There used to be an ancient statue here when my grandmother was a girl. Now, it is an airport.


Assessment

Reading Maps

1. Divide the class into groups of three or four students.

2. Have students trade their maps within their groups. As they locate different items of interest on the map, students should notify the map’s designer. For example: I found the zoo. It is next to your hospital. I found your house. It is near the park.

3. Students should also discuss the differences and similarities in their maps. For example: The park in your city is very small. My city has two parks and they are very big. Three of us have hospitals in our cities.


Unit 8


Vocabulary Introduced or Practiced:foundlooking

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Find a hidden object using known terms as clues. • Develop and perform a dialogue that gives directions for finding something.

Materials: A ball

Jump Start

Hot and Cold

1. To introduce finding and looking for, play a game of Hot and Cold with your class.

2. Send one student into the hallway.

3. Have a student hide a ball somewhere in the classroom.

4. Bring the student from the hallway back into the classroom. Tell him that he is looking for a ball and that, as he searches he must ask the class if he is “hot” or “cold.” Explain to learners that “hot” means they are near the hidden ball and “cold” means they are far from it.

5. The searching student should take his cues from the class until he finds the ball.

6. If time permits, start again with different students.


Unit 8, Lesson 2, Part CSeek and Find

155

Word ofthe Day:modern

Being Creative

Help, I’m Lost!

1. Instruct your students to write a dialogue, with a partner, about being lost and looking for a location. Learners should write a minimum of six sentences total. For example:

Student 1: Please help me. I am looking for the school. My daughter is in a play, and I am late. Student 2: I can help you. The school is not very far from here. It is near the grocery store. Student 1: Thank you. How do I get there from here? Student 2: First, you go straight down this street. Then, when you have found the grocery store, turn left. After the fifth street, the school will be on the right and you will be there. Student 1: Thank you for your help. Student 2: You’re welcome.

2. When finished writing, partners should quietly practice reading their dialogues to each other, in preparation for performing for the whole class.


Assessment

Dialogue Performance

1. Have groups take turns performing their dialogues for the class.

2. Ask the performers questions and encourage other students to do the same. For example: How much time will it take to get there from here? Where do I put my car when I am watching the play?

3. Ask the rest of the class to answer questions about the content of the other groups’ dialogues.


RAISE THE BARSuggest that students create characters that would require varying degrees of formality in the conversation. For example, when a polite young person asks for directions from a businessman who is in a hurry, the response may not be friendly. Have students write imperatives into their scripts expressed in a range of formality suitable for the characters they create.

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Work with a team to follow instructions and complete tasks. • Use known terms in various ways during a competitive activity.

Materials: Sixteen envelopes

Classroom Community

In-Class Activity–Relay Race

Prepare Ahead: • Write these game categories on the board: City, Dinner, Band, Art. • Prepare four sets of envelopes for each of the above categories; label the outside of each

envelope accordingly. • Envelopes for each game category should contain identical tasks for teams to complete.

See below and facing page for a list of instructions to include in each envelope. • Fasten envelopes to the board beneath their corresponding categories.

1. Divide the class into four teams. Let them know that they will be competing in a relay race. Teams will be challenged to complete four games that review concepts learned in Lessons 1 and 2. During the games, you, the teacher, will be the judge to determine whether teams successfully complete their games. Explain the procedure, which follows.

2. Tell students that the envelopes on the board contain the game instructions that each team must complete before moving on to the next game in another envelope. The four categories are clues as to the subject matter of each game.

3.When you say “Go!” a member from each team should go to the board, select an envelope from beneath any category, and return to her team.

4. Team members should open their envelope, read the enclosed instructions, and work together to complete the required tasks. Remind students that they should only provide one set of answers per team.

This might also be an opportune time to teach students the spellings of three words they have undoubtedly heard you say numerous times: sentences, draw, and things. These words appear in the game instructions.

5. When a team has completed all tasks in a game, one team member should show you the group’s work. You will either give the team permission to advance to another game or you will say “Try again!” This will require quick responses on your part.


157

6. A team that has the go-ahead to advance to another game should send one member to the board to choose an envelope from a game it has yet to play.

7. Play continues until a team is declared the winner by completing all games successfully.

Include these instructions in each envelope per game category:

Game 1: City Write answers to these questions: What are two things you find at a cafe? What are two things you find at a movie theater? What are two things you find at a zoo? What are two things you find at a hospital? What are two things you find at a stadium? What are two things you find at a pharmacy? What are two things you find at a restaurant? What are two things you find at a school? What are two things you find at a factory? What are two things you find at a bookstore?

Game 2: Dinner Write 20 words about dinner.

Game 3: Band Draw pictures of all these words: concert, singer, dancer, musician, drum, piano, guitar, band, instruments, play.

Game 4: Art Write eight sentences using these words, and please use each word once: museum, statue, fountain, painting, photo, art, ancient, school.


Out-of-Class Activity–Why I Love My City

1. Instruct students to take note, during the coming weekend, of the features they love about their city or town.

2. Learners should then write two or three paragraphs describing these features. Encourage them to include suggestions about places to visit and activities to enjoy in their city or town.

3. Ask students to bring their paragraphs to the next class session, when you will call on volunteers to share what they have written.

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write a critique of a musical performance.

Being Creative

Music Review

1. Have students choose a musical group they enjoy.

2. Learners should then write a review of one song or live performance by these artists.


Unit 8, Lesson 2, Part EJournal Activity–Music Review

RAISE THE BARAs a class, have students determine a set of criteria by which to judge what makes a high quality musical group. Then in their journals, instruct students to compare and contrast two musical groups. Students should write a critique of the groups and, use their criteria to objectively support their argument as to which is the better group.

159

Usage

Expressing Emotions

Discuss terms that allow people to describe the way they feel. For example: Someone who is smiling or laughing is likely to be fine or happy. Someone who is crying may be sick, sad, tired, angry, or lost.

Usage

Sequencing Events

Explain to learners that the terms first, then, and finally describe the order of events. What did you do today? First, I ran for thirty minutes. Then, I went to the grocery store. Finally, I cooked dinner.

While ordinal terms (second, third, and so on) may also be used to indicate the sequence of actions, the words first, then, and finally are more likely to be used in conversational exchanges.


Unit 8


Vocabulary Taught or Reviewed:angrychurchcryinggirl’shappyfindlaughinglostmosquesadseesmilingstatuessynagoguetempletemples

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Identify buildings of worship through descriptions and visual recognition. • Write a script that conveys emotions in various situations.

Materials: Download Sample script Track 12

Jump Start

Picture IDs

Prepare Ahead: • Photos and information about mosques, synagogues, temples, and churches.

1. Distribute photos with short descriptions attached. Descriptions should include the locations and ages of the buildings.

2. Have students display photos to the class and read the accompanying descriptions aloud.

3. Discuss the similarities and differences among mosques, synagogues, temples, and churches.


Unit 8, Lesson 3, Part AWorship Sites and Basic Emotions

161

Word ofthe Day:finally

Being Creative

Know Your Feelings

1. Divide the class into groups of three students.

2. Assign each group one of the following emotions: happy sad angry

3. Play Sample script. Ask students what emotions the characters were feeling and why. Elicit as much information about the audio as possible, giving emphasis to describing the emotions. Play it again to confirm what they heard.

Anya: Hi, Joanna and Nikolai. How are you?Joanna: This is a bad week for Nikolai and a bad day for me.Nikolai: Yes, I’m sick and I am looking for my dog, Bella.Anya: I’m sorry to hear that. Why are you sad, Joanna?Joanna: First, Nikolai’s dog ran away. Then, I was looking for it and I fell down. Nikolai: Yes, and then she lost her shoe. Joanna: Now I am sad because we can’t find Bella and we can’t find my shoe.Anya: That’s too bad. Maybe Bella is waiting for you at your house.Nikolai: Well, now it is raining and we don’t have money for a taxi.Anya: I have my car. I will drive you home. Nikolai and Joanna: Thank you!

4. Direct learners to develop a script that illustrates the emotion they have been assigned.

5. Save scripts for the following Assessment activity.


Assessment

Actions and Emotions

1. As students remain in their groups from the earlier exercise, have teams take turns performing their skits about emotions, using the scripts they developed during the previous Being Creative activity.

2. After each performance, encourage audience members to guess the emotion portrayed.

3. When all groups have performed, lead a brief discussion about the emotions on display during the skits.


Unit 8


Vocabulary Introduced or Practiced:downlongnightspackedpackingreservationstaystayingtonightunpacking

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Answer questions concerning length of time. • Derive answers about travel location and time from conversations.

Prepare Ahead: • Index cards with numerals, one per student.

Skill Builder

Card Games

1. Distribute one index card to each student.

2. Ask questions with the phrase how long. For example: How long can you swim? How long will you be in class?

3. Students should answer according to the number on their card, using the appropriate unit of time. For example: I can swim for five minutes/hours. I will be in class for one minute/hour.


Unit 8, Lesson 3, Part BLength of Time

163

Word ofthe Day:unpacking

Engage

Travels Abroad

1. Have learners choose a country they would like to visit. Students should then decide when they would take their trip and how long they would stay.

2. Invite students to ask each other questions such as the following: Student 1: Where are you going? Student 2: I am going to [name of country]. Student 1: How long will you be in [name of country]? Student 2: I am staying in [name of country] for [number] [days/weeks/months].

3. Advise learners to write down the information they have gathered. Then, ask several volunteers to report on their peers’ travel preferences.


Assessment

Information Recall

1. Ask questions that pertain to the information gathered in the previous Engage activity. For example:

How long will Arturo be in China? Who is going to Moscow? How long will Svetlana be in France?

2. Call on learners to answer.


Unit 8


Vocabulary Introduced or Practiced:cookedfinallyspokethenwashed

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use visual cues to describe directions. • Correctly order a sequence of events.

Focus and Motivate

Moving Up

1. After drawing a mountain and a hill on the board, draw the figure of a boy, girl, man, or woman running or walking up or down the mountain or the hill.

2. Students should describe the actions using sentences such as: The man is running up the mountain. The girl is walking down the hill.


Unit 8, Lesson 3, Part CSequencing

165

Word ofthe Day:reservation

Engage and Explore

Where’s Antonio?

Prepare Ahead: • World map.

1. After explaining that students should take turns describing the adventures of a fictional traveler named Antonio, ask three volunteers to approach the world map and point to a country or city.

2. Select a student to describe Antonio’s first activity, based on the location he chose. For example, a student who pointed to Italy might say, “First, Antonio went to Italy. When he was there, he swam in the ocean.”

3. Follow with the second and second students chronicling Antonio’s adventures (based on their chosen locations) using the terms then and finally.

4. Repeat Steps 1–3 with three students at a time, until everyone has had a turn.


Assessment

Recollection and Writing

1. Direct students to write nine sentences using first, then, and finally three times each. One set of three sentences should describe morning activities, another set should outline afternoon endeavors, and the third set should recount evening pastimes.

2. Collect sentences and evaluate for content, transition words, correct grammar, spelling, and sentence structure.


RAISE THE BARDirect students to write a story (2-3 paragraphs) about a problem, and using the sequence words first, then, and finally, describe how they would go about solving it. Additionally, ask them to describe their characters’ emotions as they worked through each step. (For example: Jill was angry because her skateboard was broken. So first she… John lost the tennis game and he was sad. How could he win the next game? First he…)

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Discuss different types of music. • Compare traditional American music with music from their home countries.

Materials: Examples of traditional and modern American music Computer with Internet access

Engage and Explore

Traditional American Music

1. Introduce American jazz, blues, and folk music with audio examples or websites (such as the following) that showcase different types of traditional American music:

jazzandblues.org/index.aspx folkways.si.edu/index.html

2. Lead a discussion about the history of American music and how it has been influenced by music from other countries.

3. Additional topics of discussion: Compare and contrast traditional and modern American music. Compare American music with the music of students’ home countries. Compare personal music preferences with jazz, blues, and folk music. Discuss the music preferences of students’ relatives and friends.

4 4 4 4 4 Bloom’s Taxonomy: AnalysisMultiple Intelligences: Musical-Rhythmic

Unit 8, Lesson 3, Part DAmerican Cultural Activity–Traditional American Music

167

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Create an advertisement that describes the amenities a particular country has to offer.

Being Creative

Travel Agent

1. Explain to students that, in their role as travel agents, they should choose a country and write an advertisement to entice potential travelers to visit this destination.

2. Advertisements should include information about weather, transportation, lodging, dining, activities, and entertainment.


Unit 8, Lesson 3, Part EJournal Activity–Travel Agent

Unit 8

169

Grammar

Possession

Explain that adding the ending ’s to a noun indicates ownership, possession, or a sense of belonging.

The man’s swimsuit is green. the man’s swimsuit = the swimsuit of the man

The woman’s sandals have white flowers on them. the woman’s sandals = the sandals of the woman

That is a painting of my grandmother’s house. my grandmother’s house = the house of my grandmother

Grammar

Modal Verbs

Explain to learners that modal verbs are auxiliary verbs that express a mode or mood of the main verb.

I would like to make a reservation.

You can swim for three hours.


Unit 8


Vocabulary Taught or Reviewed:campcampingislandislandsoceanrentrentingreturnreturnedreturningrideridingsailsailboatsailboatssailingsandalsshortsskiskiersskiingskisswimsuitswimsuitstenttentswindy

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Compare two paragraphs and describe differences in content. • Write an original paragraph using Lesson vocabulary.

Focus and Motivate

What Is a Vacation?

1. Introduce the concept of a vacation as an extended trip for leisure or time away from school and work.

2. Ask questions about students’ vacations, for example, “What did you do last summer when you were not in school?”

3. Lead a brief discussion about different types of vacations.


Being Creative

Planning a Vacation

1. Explain to learners that they will be writing about a vacation they would like to take with their family and friends. Develop a class list of the words students might use in their paragraph, and write these terms on the board.

2. Advise students to answer questions such as the following when writing their paragraphs: Where am I going? When am I arriving? When am I returning? How long will I stay? How will I get there? Who is going with me? What will I do there?

Unit 8, Lesson 4, Part AVacations

171

Word ofthe Day:island

Sample paragraph:In July we are driving to the lake to go camping for eight days. We will arrive on July 2 and will return on July 10. First we will camp next to the lake, cook outside, swim in the lake, and ride our bicycles in the mountains. Then we will rent a sailboat, sail to one of the islands on the lake, and sleep on the island. There is a small beach where at night people sing and play instruments. I am going with my parents, sister, and friend. We like to go camping at the lake.

3. Encourage students to use compound and complex sentences with transition words. Remind them to use correct grammar and sentence structure. Have them save their paragraphs for the following Assessment activity.


Assessment

Different Vacations

Prepare Ahead: • Vacation paragraphs from the previous Being Creative activity.

1. Ask students to trade their paragraphs (from the earlier activity) with a partner.

2. Direct learners to write a minimum of five sentences that compare and contrast their partner’s vacation with their own. For example:

Emily is going to the beach and I am going to the mountains. Emily and I are driving to the beach and the mountains. Emily and I are swimming in the ocean and the lake. Emily likes to run and I like to sail. Emily is going with her grandmother and brother, and I am going

with my parents, sister, and friend. 3. Collect paragraphs and sentences, and evaluate for content, correct grammar, spelling,

and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: EvaluationMultiple Intelligences: Interpersonal

Unit 8


Vocabulary Introduced or Practiced:a lotablesome

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Use categories to describe vocabulary. • Classify groups and amounts by size.

Materials: Photo of a large body of water Glass of water, less than half full Photos that illustrate a lot and some

Jump Start

A Lot of Water

1. Display the photo of the large body of water and ask, “How much water is there?”

2. Encourage students to respond using the term a lot.

3. Display the glass of water and ask, “How much water is there?”

4. Encourage students to respond using the term some.

5. Display photos that illustrate a lot and some. Encourage students to ask and answer questions using these terms.

4 4 4 4 4 Bloom’s Taxonomy: ComprehensionMultiple Intelligences: Visual-Spatial

Unit 8, Lesson 4, Part BQuantity and Ability

173

Word ofthe Day:rent

Engage

Categories

1. Write the following on the board: can, do, able to (things that are possible) can’t, don’t (things that are not possible) weather (anything having to do with weather) beach, mountains (any vacation destination)

2. After dividing the class into two teams of students, explain that learners will take turns providing descriptions that match a selected category from the board. For example, if Team 2 chooses the second category, learners might respond in the following way:

Team 1, Student 1: I can’t drive because I am nine years old. Team 2, Student 1: I don’t eat grass because I am not a horse. Team 1, Student 2: A fish can’t walk. Team 2, Student 2: A dog can’t read.

3. A round of play continues until a team runs out of ideas. The opposite team then selects a new category, as members from both teams again take turns with descriptions.


Assessment

I Think I Can

1. 1. Briefly explain to students the similarities and differences between can and able to, noting that only able to can be used in infinitival constructions and the future tense. Then have students write a paragraph about three things they are able to do or not do and why or how. Students should use both can and able to in their paragraph. For example:

This summer I am going to a school to learn how to cook. Right now I can’t cook anything. I’m only able to make cereal for breakfast and sandwiches for lunch. But I can’t cook an egg or bake a cake. After I go to the school I will be able to make chicken soup, chocolate desserts, and more! I can’t wait to be able to taste all the new foods I’ll know how to cook.

2. Collect paragraphs and evaluate for content, correct grammar, spelling, and sentence structure.

4 4 4 4 4 Bloom’s Taxonomy: ApplicationMultiple Intelligences: Intrapersonal

Unit 8


Vocabulary Introduced or Practiced:man’smen’swoman’swomen’s

After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Describe the sights and sounds of a beach. • Convey what they like about the beach and what they enjoy doing there.

Materials: Magazines and newspapers Scissors Glue or tape Art paper

Skill Sharpener

Beach Conversations

Engage students in a conversation about what they would expect to see at the beach. Ask questions such as: What do people wear at the beach? What is there to do at the beach? Can my dog come to the beach? Does the beach close at night?


Unit 8, Lesson 4, Part CGoing to the Beach

175

Word ofthe Day:windy

Engage

Beach Collage

Prepare Ahead: • Magazines and newspapers. • Scissors. • Glue or tape. • Art paper.

1. Write the following words on the board: sandals beach ocean swimsuit sailboat fish towel swim sky shorts island sun

2. Distribute print materials, scissors, art paper, and glue or tape.

3. Direct students to create collages of the words on the board by cutting out photos from print materials and affixing them to art paper.

4. Students may also add words and hand-drawn illustrations to their collages.


Assessment

A Day at the Beach

1. Have students write a paragraph about spending a day at the beach. Suggest that learners include descriptions of their clothing, favorite foods, preferred activities, and travel mates.

2. Collect paragraphs and evaluate for content, correct grammar, spelling, and sentence structure.


RAISE THE BARHave students write a story (2-3 paragraphs) about a problem that occurs while spending a day at the beach and how it is resolved. Instruct students to develop the story through the characters and their dialogue.

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Describe the contents of a suitcase and explain their uses.

Materials: Art paper Magazines Scissors Tape

Classroom Community

In-Class Activity–Practice Packing

Prepare Ahead: • Art paper, magazines, scissors.

1. Divide the class into pairs of students, and direct groups to construct a 2-dimensional suitcase out of art paper. Students should create a character and pack this character’s suitcase for an extended trip. Learners may decorate the suitcase and write the character’s name on it.

2. Groups will also create suitcase items out of art paper or cut-out items from magazines. Students should place at least 10 items in the suitcase.

3. After learners have finished packing their character’s suitcase, they will take turns explaining its contents to the class. For example: “When Hari packed his suitcase, he put in a green suit because when he is in Barcelona, he will go to museums.”


177


Out-of-Class Activity–Family Travels

1. Have students interview two family members or friends (other than classmates) about their travels. Learners should ask questions such as: How long did you stay there? What did you see? Did you see any famous buildings?

2. Students should then write a minimum of two paragraphs about their interviews.

3. Collect papers and evaluate for content.

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Write a short story about an imaginary situation.

Being Creative

Stranded on an Island

Direct students to write a short story about being alone on a small island. Possible topics for learners to include in their short stories would be: items they would like to have foods they would be able to eat places to sleep their opinion of daily life on a deserted island

Remind students to check their work for correct grammar, spelling, and sentence structure.

Unit 8, Lesson 4, Part EJournal Activity–Stranded on an Island

179

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Research the topic of Ancient Rome and participate in a group project to report their findings.

Materials: Research materials Information about Ancient Roman civilization Computer with Internet access

Engage and Explore

Ancient Rome

1. Introduce the topic of Ancient Rome to the class.

2. Divide the class into groups of three or four students and have them research an aspect of Roman culture. Topics may include architecture, vocations, leisure pursuits, art, or cuisine.

3. Allow time for each student to conduct his own research. Suggest the following website as a possible resource: roman-empire.net/index.htm

Learners should then rejoin their groups and combine ideas to write a report.

4. After each group takes a turn reporting to the class, lead a discussion that compares the culture of Ancient Rome with other cultures your students have studied.


Unit 8, Lesson 4, Part FInternational Cultural Activity–Ancient Rome

RAISE THE BARIntroduce Latin, the language of Ancient Rome, and its influence on modern languages. Present some examples of Latin roots, prefixes, suffixes, and their meanings as they are used in English words today. Use the worksheet (see Appendix B) to help raise students’ awareness about Latin roots. As some of these words may be unknown to your students, you may want to pre-teach them before they start the activity.

Answers: 1. d 2. f 3. e 4. b 5. c 6. a

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Take ownership of their own learning process by choosing the topic and direction of a large project. • Work independently outside the classroom setting. • Meet a series of deadlines for a long-term project.

Being Creative

Lost and Found

Enrichment Activities engage advanced students in challenging language-learning projects that extend beyond the traditional class period. Timetables should be adapted to fit the schedules of the student or students involved, with weekly or periodic meetings keeping them on pace. Consider having students review, edit, and critique each other’s work at different points during the projects. Do your best to keep this activity as student-driven as possible.

1. Advise students that they will be writing a mystery story from the perspective of a dog that has lost its owner during an afternoon of play at the park.

2. After students develop an outline, suggest that they list details about the characters and setting. Students should create a storyline with a clear introduction that sets the scene, and a middle section that takes the reader on a creative journey to find the missing human. The mystery’s ending should reunite the main characters and answer the questions of when, where, how, and why the human became lost in the first place.

3. Encourage students to use descriptive vocabulary to give a sensory impression of the scenes as the reader moves through the story. Remind them to use transition words to connect events in complex sentences, and to check their work for correct grammar and spelling.

4. Invite students to share their mysteries with the class.

Unit 8, Lesson 5, Part AEnrichment Activity–Lost and Found

181

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Identify the introduction and conclusion paragraphs of a story and use transition words and phrases to clue the correct paragraph order of the story.

Materials: Copies of the story, one per pair, cut into paragraphs (see Appendix C) Envelopes, one per pair

Extra Help

Reading Paragraphs

Prepare Ahead: • After making copies of the story, cut them so each paragraph is on a single piece of paper. Then put the five slips of paper with the story’s paragraphs in an envelope. Have one envelope ready for each pair of students

1. Divide the class into pairs and give each pair an envelope.

2. Ask the partners to open the envelopes and read each slip of paper aloud to each other.

3. Write the words introduction, body, and conclusion on the board and elicit from the class their definitions. Then have the pairs identify which of the five paragraphs is the introduction and conclusion of the story, and discuss why they think so. As a class discuss which paragraphs they identified and why.

4. Now instruct the partners to order the remaining paragraphs. Have them underline the words and phrases that gave them clues to the task. Ask pairs to join another pair and compare their answers. Then discuss the answers as a class.

5. Have the pairs take turns reading the entire story aloud. Conclude the lesson by asking students questions about the story’s theme and why it is important to Bethany to find the lemon tree.

4 4 4 4 4

Unit 8, Lesson 5, Part BFocused Activity–Reading Paragraphs

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Categorize vocabulary terms according to similar themes.

Materials: Wire hanger String or yarn Scissors Art paper Tape

Extra Help

Vocabulary Mobile

1. Develop, as a group, a list of vocabulary words and display this list on the board.

2. Direct students to categorize words according to similar themes. Examples may include: Activities Vacation destinations Worship sites Weather conditions

3. After each student selects two themes, she should then write the words from these categories on individual slips of paper. She may also draw pictures that represent these words.

4. Learners should then construct mobiles using art materials. Advise students to group words and drawings according to similar themes, and hang these items near each other.

5. Have students take turns displaying their mobiles to the group and explaining the categories of their words and drawings.

4 4 4 4 4

Unit 8, Lesson 5, Part CFocused Activity–Vocabulary Mobile

183

After completing this Rosetta Stone Lesson and today’s activities, students will be able to: • Identify and correct grammatical errors including verb tenses, punctuation, and word order.

Materials Copies of Find the Error worksheet, one per student (see Appendix D)

Extra Help

Find the Error

1. On the board write these sentences with a short line in front as follows: ____ The man and woman are smiling in front of the hotel. ____ Like you to go to the restaurant with us?

2. Ask students if the first sentence is correct. Discuss the tense, the noun/verb number agreement, prepositions, punctuation, etc. When everyone agrees, write a C on the line in front of the sentence. In the same way, discuss the second sentence. When students determine it is incorrect, write I on the line. Then ask a student to write the sentence correctly on the board. Continue discussing as needed until everyone is in agreement.

3. Distribute the worksheet and ask students to work in pairs to determine if the sentences are correct or incorrect. They should rewrite the incorrect sentences correcting the mistakes. When they complete the worksheet, have two pairs join together and compare their answers.

4. As a class, go over the sentences. Have students write any problematic sentences on the board, and discuss the issues until everyone clearly understands, and there are no further questions.

4 4 4 4 4

Unit 8, Lesson 5, Part DFocused Activity–Find the Error

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Identify known vocabulary in a radio broadcast. • Work together to write scripts for radio monologues and dialogues.

Materials: A radio

Review

Radio Broadcast–Part 1

1. Have students listen to 15 minutes of a radio broadcast (choose a channel or program that focuses more on speaking and less on music).

2. Learners should write down all the vocabulary they recognize during the broadcast.

3. Discuss, as a class, what students heard and how much they were able to understand.


5. Explain that each group will assume the roles of local radio personalities and write a script for a radio broadcast. The script will be performed during the next class.

6. Learners should prepare monologues and dialogues that are three to four minutes in length about topics that are typically covered during radio shows: current events (local, national, international) sports entertainment community calendar commercials

Unit 8, Lesson 5, Part ELevel 2 Review: Radio Broadcast–Part 1

185

For example: Do you like sweet desserts? You do. Then, tomorrow will be very good. Cakes will cost two dollars tomorrow at the bakery next to the hospital.

There are going to be more than fifty dogs in the park next Saturday. Will you come? You can bring your dog. It is going to be a dog party. It will begin at eight o’clock in the morning; don’t be late.

In a letter to the newspaper today, a man wrote, “I want clean streets in our city.” Will you help him clean our city?

Coming in June: a new stadium beside the lake. How many good concerts will this bring to our city?

Unit 8


After completing this Rosetta Stone® Lesson and today’s activities, students will be able to: • Perform a dialogue using known vocabulary. • Describe details of radio broadcast performances.

Review

Radio Broadcast–Part 2

1. Students should perform their radio broadcasts, using the scripts they developed during the previous class.

2. Advise students to stand at the back of the class or behind a screen (where they can be heard, but not seen) while performing their monologues and dialogues.

3. Advise audience members to listen for details and take notes while each group performs its broadcast.

4. Ask follow-up questions (such as the following) after each performance: How much will cakes cost tomorrow at the bakery next to the hospital? What time will the dog party begin next Saturday? Where will the new stadium be?

Unit 8, Lesson 5, Part FLevel 2 Review: Radio Broadcast–Part 2

5.1a 6 Travel and Destinations After-School Destinations 10 Medium Application Verbal-Linguistic 5.1a 7 Travel and Destinations Running Errands 25 Medium Analysis Interpersonal 5.1a 7 Travel and Destinations Holiday Travel 10 Medium Synthesis Intrapersonal 5.1b 8 Spatial Relationships–Part 1 Learning About Locations 10 Medium Application Verbal-Linguistic 5.1b 8 Spatial Relationships–Part 1 On Location 25 Medium Application Bodily-Kinesthetic 5.1b 9 Spatial Relationships–Part 1 Preferred Places 10 Medium Synthesis Verbal-Linguistic 5.1c 10 Spatial Relationships–Part 2 Left and Right 10 Medium Application Bodily-Kinesthetic 5.1c 10 Spatial Relationships–Part 2 Community Map 25 Moderate Analysis Visual-Spatial 5.1c 11 Spatial Relationships–Part 2 Directional Chain 10 Medium Application Bodily-Kinesthetic 5.1d 12 Journal Activity–My View My View 5.2a 14 Exploring Ordinal Numbers Orderly Ordinals 10 Medium Application Bodily-Kinesthetic 5.2a 14 Exploring Ordinal Numbers Who’s First? What’s Second? 25 Medium Application Visual-Spatial 5.2a 15 Exploring Ordinal Numbers Number Sense 10 Medium Application Logical-Mathematical 5.2b 16 Directions and Location Types of Travel 5 Medium Application Visual-Spatial 5.2b 16 Directions and Location From Here to There 25 Moderate Synthesis Interpersonal 5.2b 17 Directions and Location How Do You Get to School? 15 Moderate Analysis Verbal-Linguistic 5.2c 18 Review In-Class Activity–Scenario Skits 25 5.2c 19 Review Out-of-Class Activity–Routine Interviews 5.2d 20 International Cultural Activity–Subway Scramble Subway Scramble 45 Medium Application Visual-Spatial 5.2e 21 Journal Activity–How Do I Get There? How Do I Get There? 5.3a 24 Telling Time What Time Is It? 5 Medium Application Visual-Spatial 5.3a 24 Telling Time Timetable 30 Moderate Analysis Logical-Mathematical 5.3a 25 Telling Time Round-the-Clock Round Robin 10 Medium Application Verbal-Linguistic 5.3b 26 Arriving and Departing Increments of Time 10 Medium Application Logical-Mathematical 5.3b 26 Arriving and Departing Traveling Abroad 25 Moderate Synthesis Verbal-Linguistic 5.3b 27 Arriving and Departing In a Hurry 15 Medium Analysis Interpersonal 5.3c 28 Travel and Distance Number Recognition 10 Medium Application Verbal-Linguistic 5.3c 28 Travel and Distance Traveling Travelogues 25 Moderate Analysis Visual-Spatial 5.3c 29 Travel and Distance Travelogue Interpretations 10 Medium Knowledge Verbal-Linguistic 5.3d 30 Journal Activity–Traveling Traveling 5.4a 32 Weather Today What Can You Do? 5 Medium Application Verbal-Linguistic 5.4a 32 Weather Today Today’s Weather Report 25 Moderate Synthesis Interpersonal 5.4a 33 Weather Today Environmental Scenarios 15 Moderate Synthesis Verbal-Linguistic 5.4b 34 Weather Tomorrow On and On–Plans for Days of the Week 10 Medium Application Interpersonal 5.4b 35 Weather Tomorrow Tomorrow’s Weather Report 25 Moderate Synthesis Verbal-Linguistic 5.4b 35 Weather Tomorrow What Is Everyone Doing? 10 Medium Synthesis Verbal-Linguistic 5.4c 36 American Cultural Activity–Visiting a U.S. City Visiting a U.S. City 45 Moderate Synthesis Verbal-Linguistic 5.4d 37 Review In-Class Activity–Marvelous Magazines 25 5.4d 37 Review Out-of-Class Activity–Community News 5.5a 38 Focused Activity–Listen Up Listen Up 20 Easy 5.5b 40 Focused Activity–Reading a Newspaper Reading a Newspaper 30 Medium 5.5c 41 Focused Activity–Speaking in Rounds Speaking in Rounds 20 Easy

Index of Lesson Activities 187

LessonID

Pg# Lesson Title Activity TitleMin.

TimeLevel of

DifficultyBloom’s

TaxonomyMultiple

Intelligences

Index ofLesson Activities

6.1a 48 Past and Future Tenses Yesterday, Today, and Tomorrow 15 Easy Application Visual-Spatial 6.1a 49 Past and Future Tenses What Am I Doing and When? 20 Medium Application Verbal-Linguistic 6.1a 49 Past and Future Tenses Conjugation 10 Medium Application Verbal-Linguistic 6.1b 50 Giving The Act of Giving 10 Easy Comprehension Visual-Spatial 6.1b 51 Giving Give and Be Given 25 Medium Application Bodily-Kinesthetic 6.1b 51 Giving Recalling the Action 10 Medium Application Verbal-Linguistic 6.1c 52 Letter Writing Quick Vocabulary Review 5 Medium Analysis Bodily-Kinesthetic 6.1c 53 Letter Writing Writing a Consumer Letter 25 Moderate Application Interpersonal 6.1c 53 Letter Writing Letter Perfect 15 Medium Evaluation Verbal-Linguistic 6.1d 54 Journal Activity–Goals Goals 6.2a 56 School Subjects School Time 10 Medium Application Verbal-Linguistic 6.2a 57 School Subjects Time Management 25 Moderate Application Visual-Spatial 6.2a 57 School Subjects My Plans 10 Easy Analysis Verbal-Linguistic 6.2b 58 Meaning and Understanding Meaning and Understanding 5 Medium Analysis Visual-Spatial 6.2b 59 Meaning and Understanding What’s Your Sign? 35 Moderate Synthesis Logical-Mathematical 6.2b 59 Meaning and Understanding Describing Signs 5 Medium Application Verbal-Linguistic 6.2c 60 Past Tense Sentences in Motion 10 Medium Application Verbal-Linguistic 6.2c 60 Past Tense Group Stories 25 Medium Synthesis Interpersonal 6.2c 61 Past Tense Rounds of Reading 10 Medium Comprehension Verbal-Linguistic 6.2d 62 Review In-Class Activity–Writing Home 25 6.2d 62 Review Out-of-Class Activity–Pen Pals 6.2e 63 Journal Activity–Subjects of Discussion Subjects of Discussion 6.3a 66 The Habitual Past Then and Now 10 Medium Application Interpersonal 6.3a 67 The Habitual Past Acting Up 25 Medium Application Bodily-Kinesthetic 6.3a 67 The Habitual Past The Changing You 10 Medium Application Verbal-Linguistic 6.3b 68 When and Was States of Being 10 Medium Comprehension Naturalist 6.3b 68 When and Was Creating a Script 25 Moderate Synthesis Verbal-Linguistic 6.3b 69 When and Was Lights, Camera, Action! 20 Medium Application Bodily-Kinesthetic 6.3c 70 International Cultural Activity–Haiku Haiku 35 Medium Application Verbal-Linguistic 6.3d 72 Work Roles Word Categories 10 Medium Analysis Visual-Spatial 6.3d 73 Work Roles Going Shopping 25 Medium Application Verbal-Linguistic 6.3d 73 Work Roles School Years 10 Moderate Synthesis Intrapersonal 6.3e 74 Journal Activity–Going to College Going to College 6.4a 78 Practice the Simple Past Having a Ball 10 Medium Analysis Bodily-Kinesthetic 6.4a 78 Practice the Simple Past Clapping Time 25 Medium Application Musical-Rhythmic 6.4a 79 Practice the Simple Past How About Now? 10 Medium Analysis Verbal-Linguistic 6.4b 80 Manners Questions and Answers 10 Medium Application Verbal-Linguistic 6.4b 80 Manners Role-Playing 25 Medium Analysis Bodily-Kinesthetic 6.4b 81 Manners Written Scenarios 10 Easy Application Verbal-Linguistic 6.4c 82 Review In-Class Activity–Add-a-Word Acrostics 25 6.4c 82 Review Out-of-Class Activity–Unraveling an Acrostic 6.4d 84 American Cultural Activity–Post Office Murals Post Office Murals 45 Moderate Application Visual-Spatial 6.4e 86 Journal Activity–Before and After Before and After 6.5a 87 Enrichment Activity–Treasure Hunt Treasure Hunt 6.5b 88 Focused Activity–Reading All Together Reading All Together 30 Easy 6.5c 89 Focused Activity–Writing Around the World Writing Around the World 25 Medium 6.5d 90 Focused Activity–Grammar and Travel Chat Grammar and Travel Chat 25 Easy


LessonID


TimeLevel of

DifficultyBloom’s

TaxonomyMultiple

Intelligences

7.1a 96 Formal Imperatives Guessing Games 10 Medium Application Interpersonal 7.1a 97 Formal Imperatives Rules of the Game 25 Medium Synthesis Verbal-Linguistic 7.1a 97 Formal Imperatives A Whole Lot of Something 10 Medium Application Verbal-Linguistic 7.1b 98 Giving and Following Instructions The Match Game 10 Medium Analysis Visual-Spatial 7.1b 99 Giving and Following Instructions Constructive Instructions 20 Medium Application Interpersonal 7.1b 99 Giving and Following Instructions Creative Paragraphs 15 Medium Synthesis Verbal-Linguistic 7.1c 100 Months of the Year The Beginning and the End 5 Easy Comprehension Interpersonal 7.1c 101 Months of the Year Calendar Creation 25 Medium Application Visual-Spatial 7.1c 101 Months of the Year Human Calendar 15 Medium Synthesis Bodily-Kinesthetic 7.1d 102 Journal Activity–Party Helpers Party Helpers 7.1e 103 American Cultural Activity–Every Month Is Different Every Month Is Different 45 Medium Synthesis Verbal-Linguistic 7.2a 106 Social Interactions Verbs Verbs Around the Classroom 10 Medium Analysis Verbal-Linguistic 7.2a 107 Social Interactions Verbs Meet and Greet 25 Medium Application Bodily-Kinesthetic 7.2a 107 Social Interactions Verbs Writing Interactions 10 Medium Synthesis Verbal-Linguistic 7.2b 108 Timeliness and Numbers Greater Than 100 Vocabulary Drill 10 Medium Analysis Verbal-Linguistic 7.2b 109 Timeliness and Numbers Greater Than 100 Guess the Price 20 Medium Application Visual-Spatial 7.2b 109 Timeliness and Numbers Greater Than 100 Early Birds 15 Medium Analysis Intrapersonal 7.2c 110 Contact Information, Calendar Dates, and Imperatives Do This, Do That! 10 Medium Application Bodily-Kinesthetic 7.2c 110 Contact Information, Calendar Dates, and Imperatives Let’s Get Together 20 Moderate Synthesis Verbal-Linguistic 7.2c 111 Contact Information, Calendar Dates, and Imperatives Skit Performances 20 Moderate Application Bodily-Kinesthetic 7.2d 112 Review In-Class Activity–Planning a Party 30 7.2d 112 Review Out-of-Class Activity–Budgeting for a Party 7.2e 113 Journal Activity–My Circle of Friends My Circle of Friends 7.3a 116 Parties and Meals Sentences in Motion 10 Medium Comprehension Naturalist 7.3a 117 Parties and Meals Which Party? 20 Medium Analysis Interpersonal 7.3a 117 Parties and Meals Different Parties 10 Medium Application Verbal-Linguistic 7.3b 118 Requirements Things to Do 10 Medium Analysis Verbal-Linguistic 7.3b 119 Requirements Requirements Research 25 Moderate Application Logical-Mathematical 7.3b 119 Requirements Listen Up 10 Easy Application Verbal-Linguistic 7.3c 120 Celebrations and Culture Let Them Eat Cake 10 Medium Application Verbal-Linguistic 7.3c 121 Celebrations and Culture It’s My Birthday! 30 Medium Analysis Intrapersonal 7.3c 121 Celebrations and Culture Birthday Parties 10 Medium Synthesis Verbal-Linguistic 7.3d 122 Journal Activity–Minding Your Ps and Qs Minding Your Ps and Qs 7.3e 123 International Cultural Activity–Celebrate Around… Celebrate Around the World 45 Medium Analysis Visual-Spatial 7.4a 126 Music and Forms of Good and Bad It’s All Well and Good 10 Medium Analysis Interpersonal 7.4a 127 Music and Forms of Good and Bad Critic’s Corner 25 Medium Evaluation Logical-Mathematical 7.4a 127 Music and Forms of Good and Bad Entertainment Sentences 10 Medium Evaluation Verbal-Linguistic 7.4b 128 Busy and Free Teófilo’s Calendar 10 Medium Application Visual-Spatial 7.4b 129 Busy and Free Busy Bee 25 Medium Analysis Interpersonal 7.4b 129 Busy and Free Comparing and Contrasting 10 Medium Synthesis Verbal-Linguistic 7.4c 130 Apology and Acceptance Comic Revision 10 Medium Application Verbal-Linguistic 7.4c 131 Apoogy and Acceptance Contrite Characters 20 Medium Application Interpersonal 7.4c 131 Apology and Acceptance Play Acting 15 Medium Analysis Bodily-Kinesthetic 7.4d 132 Review In-Class Activity–Reviewing the Reviews 30 7.4d 132 Review Out-of-Class Activity–Interviews and Reviews 7.4e 133 Journal Activity–The Good Arts The Good Arts 7.5a 134 Focused Activity–Reading Articles Reading Articles 25 Medium 7.5b 135 Focused Activity–Rows of Grammar Fun Rows of Grammar Fun 25 Easy 7.5c 136 Focused Activity–Listening Carefully Listening Carefully 25 Easy

LessonID


TimeLevel of

DifficultyBloom’s

TaxonomyMultiple

Intelligences

189Index of Lesson Activities


8.1a 142 Expectations About the Future What Will You Do? 10 Easy Application Interpersonal 8.1a 142 Expectations About the Future Fortune Cookies 20 Medium Synthesis Intrapersonal 8.1a 143 Expectations About the Future What Do You Want to Be When You Grow Up? 15 Moderate Synthesis Intrapersonal 8.1b 144 Asking and Answering What Are Questions? 10 Easy Application Interpersonal 8.1b 144 Asking and Answering Twenty Questions 25 Medium Analysis Logical-Mathematical 8.1b 145 Asking and Answering Final Thoughts 10 Medium Evaluation Interpersonal 8.1c 146 Dining In and Dining Out Set the Table 10 Easy Analysis Visual-Spatial 8.1c 146 Dining In and Dining Out Dining Out 30 Medium Application Verbal-Linguistic 8.1c 147 Dining In and Dining Out Restaurant Review 10 Medium Synthesis Intrapersonal 8.1d 148 Journal Activity–Dinner at My House Dinner at My House 8.2a 150 Music and Art Who Likes Art and Music? 5 Medium Analysis Interpersonal 8.2a 151 Music and Art Bands on the Radio 20 Moderate Synthesis Musical-Rhythmic 8.2a 151 Music and Art Paintings and Photos 20 Moderate Synthesis Visual-Spatial 8.2b 152 Cities Our City’s Vocabulary 10 Easy Comprehension Bodily-Kinesthetic 8.2b 153 Cities Classroom Cartographers 20 Medium Application Visual-Spatial 8.2b 153 Cities Reading Maps 15 Medium Analysis Visual-Spatial 8.2c 154 Seek and Find Hot and Cold 10 Easy Application Bodily-Kinesthetic 8.2c 155 Seek and Find Help, I’m Lost! 20 Medium Synthesis Interpersonal 8.2c 155 Seek and Find Dialogue Performance 15 Medium Application Interpersonal 8.2d 156 Review In-Class Activity–Relay Race 30 8.2d 157 Review Out-of-Class Activity–Why I Love My City 8.2e 158 Journal Activity–Music Review Music Review 8.3a 160 Worship Sites and Basic Emotions Picture IDs 10 Easy Application Visual-Spatial 8.3a 161 Worship Sites and Basic Emotions Know Your Feelings 20 Moderate Synthesis Verbal-Linguistic 8.3a 161 Worship Sites and Basic Emotions Actions and Emotions 15 Medium Application Bodily-Kinesthetic 8.3b 162 Length of Time Card Games 10 Medium Application Interpersonal 8.3b 163 Length of Time Travels Abroad 30 Medium Analysis Verbal-Linguistic 8.3b 163 Length of Time Information Recall 5 Easy Analysis Interpersonal 8.3c 164 Sequencing Moving Up 10 Medium Application Visual-Spatial 8.3c 165 Sequencing Where’s Antonio? 20 Medium Application Visual-Spatial 8.3c 165 Sequencing Recollection and Writing 15 Medium Synthesis Intrapersonal 8.3d 166 American Cultural Activity–Traditional American Music Traditional American Music 45 Medium Analysis Musical-Rhythmic 8.3e 167 Journal Activity–Travel Agent Travel Agent 8.4a 170 Vacations What Is a Vacation? 10 Medium Application Interpersonal 8.4a 170 Vacations Planning a Vacation 25 Medium Synthesis Intrapersonal 8.4a 171 Vacations Different Vacations 10 Moderate Evaluation Interpersonal 8.4b 172 Quantity and Ability A Lot of Water 5 Easy Comprehension Visual-Spatial 8.4b 172 Quantity and Ability Categories 25 Medium Analysis Logical-Mathematical 8.4b 173 Quantity and Ability I Think I Can 15 Medium Application Intrapersonal 8.4c 174 Going to the Beach Beach Conversations 10 Medium Application Interpersonal 8.4c 175 Going to the Beach Beach Collage 20 Medium Application Visual-Spatial 8.4c 175 Going to the Beach A Day at the Beach 15 Medium Analysis Intrapersonal 8.4d 176 Review In-Class Activity–Practice Packing 40 8.4d 177 Review Out-of-Class Activity–Family Travels 8.4e 178 Journal Activity–Stranded on an Island Stranded on an Island 8.4f 179 International Cultural Activity–Ancient Rome Ancient Rome 45 Moderate Synthesis Interpersonal 8.5a 180 Enrichment Activity–Lost and Found Lost and Found 8.5b 181 Focused Activity–Reading Paragraphs Reading Paragraphs 40 Medium 8.5c 182 Focused Activity–Vocabulary Mobile Vocabulary Mobile 30 Easy 8.5d 183 Focused Activity–Find the Error Find the Error 30 Easy 8.5e 184 Level 2 Review: Radio Broadcast–Part 1 Radio Broadcast–Part 1 45 8.5f 186 Level 2 Review: Radio Broadcast–Part 2 Radio Broadcast–Part 2 45

LessonID


TimeLevel of

DifficultyBloom’s

TaxonomyMultiple

Intelligences


Word Lists


Unit 5 Lesson 1

bank

behind

beside

buy

gas

gas station

go

home

in front of

left

library

map

museum

post office

right

stadium

theater

Unit 5 Lesson 2

bus

bus stop

drive

first

fourth

get off

get on

get to

line

number

restroom

seat

second

stop

straight ahead

subway

subway station

take

taxi

third

turn

Unit 5 Lesson 3

a.m.

airplane

airport

arrive

bus station

clock

delayed

depart

fifty

ninety-nine

flight

for

hour

mile

minute

o’clock

p.m.

passport

room

second

suitcase

ticket

time

train

wait

watch

Unit 5 Lesson 4

Barcelona

be

beach

can

can’t

cloudy

kiss

lake

mountain

rain

snow

sunny

tomorrow

weather

woods

Unit 5 Word Lists

193Word Lists

Unit 6 Lesson 1

ate

bought

desk

dictionary

did

e-mail

envelope

gave

give

last

letter

next

notebook

ran

sold

stamp

swam

visit

wrote

yesterday

Unit 6 Lesson 2

art

Can you repeat that, please?

him

history

math

mean

music

science

sign

understand

us

went

word

Unit 6 Lesson 3

college

elementary school

employee

factory

had

high school

manager

now

taught

teach

use

was

were

Unit 6 Lesson 4

or

please

what’s

would like

Unit 6 Word Lists


Unit 7 Lesson 1

April

August

begin

blanket

bring

come

dance

December

eighth

end

February

game

January

July

June

March

May

November

October

party

put

September

sing

something

tenth

Unit 7 Lesson 2

address

birthday

call

date

early

help

hundred

know

late

meet

ordinal numbers for dates

talk

thousand

yen

Unit 7 Lesson 3

brought

costume

dessert

drove

here

I’m sorry.

salad

soup

these

those

type

Unit 7 Lesson 4

badly

best

better

busy

dancer

drank

free

musician

okay

piano

singer

sure

well

worse

worst

Unit 7 Word Lists

195Word Lists

Unit 8 Lesson 1

answer

any

ask

beef

butter

chicken

fork

knife

lemon

lime

napkin

pepper

potato

question

salt

someday

sour

spicy

spoon

sugar

sweet

very

waiter

waitress

will

Unit 8 Lesson 2

ancient

band

building

downtown

drum

famous

found

fountain

guitar

hill

instrument

look for

modern

painting

photo

stairs

statue

took

zoo

Unit 8 Lesson 3

angry

church

cry

down

finally

find

first

happy

laugh

long

lost

make a reservation

mosque

pack

reservation

sad

see

smile

spoke

stay

synagogue

temple

then

tonight

unpack

up

Unit 8 Lesson 4

able

camp

island

a lot

ocean

rent

return

ride

sail

sailboat

sandals

shorts

ski

skier

skis

swimsuit

tent

windy

Unit 8 Word Lists


Samples & Handouts


Sample Timeline:

7:00 a.m. I am waking up.

7:01 a.m. I am washing my face and brushing my teeth in the bathroom.

7:05 a.m. I am in the kitchen because I am eating breakfast.

7:10 a.m. I need my suitcase, ticket, and passport from the bedroom.

7:15 a.m. I’m running to the bus stop.

Your Timeline:

7:00 a.m.

Unit 5, Lesson 3, Appendix A

You are in Paris and are going to Rome on the 8:01 a.m. train. This train is expected to arrive in Rome at 5:35 p.m. You overslept and woke up at 7:00 a.m. There is a 20-minute bus ride to the train station from your home; that bus departs at 7:32 a.m.

199Appendix

Unit 5, Lesson 5, Appendix B

Version 1 Script:

Today is Wednesday and Heather is taking the bus to school. She is sitting at the bus stop

with a big umbrella, waiting for the bus. She is wearing a red sweater because she is cold,

and a blue raincoat with a rain hat. The hat covers her short black hair. The bus is delayed

because of the rain and Heather is getting hungry. The bus stop is in front of a cafe, so

Heather wants to buy a sandwich. The sandwich costs three dollars. The bus arrives at the

bus stop, and it is blue and white. People are getting on and off the bus. Heather gets on

the bus, and she is eating her sandwich. She is taking her books to school. She is studying

Arabic. Heather is sitting beside a man with a yellow jacket, and she is sitting behind a young

woman with blue pants and a green shirt. The man is 55 years old, and the young woman is

27 years old. They are going to the airport. He works at the airport, and she is going to

China. Her parents are from China, and she is studying Chinese.


Unit 5, Lesson 5, Appendix C

Version 2 Script:

Today is __________ and Heather is taking the bus to school. She is __________ at the bus

stop with a big umbrella, waiting for the __________. She is wearing a red sweater because

she is __________, and a blue raincoat with a rain hat. The hat covers her short black

__________. The bus is delayed because of the __________ and Heather is getting hungry.

The bus stop is in front of a cafe, so Heather __________ to buy a sandwich. The sandwich

costs __________ dollars. The bus arrives at the bus stop, and it is __________ and white.

People are getting on and off the bus. Heather gets on the bus, and she is __________ her

sandwich. She is taking her books to school. She is studying __________. Heather is sitting

beside a man with a yellow _________, and she is sitting behind a young woman with blue

pants and a green shirt. The man is 55 years old, __________ the young woman is

__________ years old. They are going to the airport. He __________ at the airport, and she

is going to China. Her parents are from ___________, and she is studying Chinese.

201Appendix


SCHOOL PLANNER – WEEK _________________________ NAME ___________________________

MON TUES WED THUR FRI MON TUES WED THUR FRI

MAT

HEN

GLI

SH

SC

IEN

CE

MAT

HEN

GLIS

HS

CIEN

CE



Copy and cut along lines.

art didn't him history that understand us

math mean music please word dictionary notebook

repeat science sign studied went stamp

Sentences for teachers to read aloud

After we ate our lunch, we visited the science museum.

He didn’t understand his math class.

Did he give you the notebook?

She studied the history of her family.

This is a new word. Please tell me what it means.

He went with us to buy stamps.

What does that sign mean?

I looked in the dictionary to learn what “elementary” means.

She is going to math class next Wednesday.

Yesterday Amy gave us a new notebook.

John loves his music class.

Last week my brother ran from my house to school.

The store sold art and music books.

My friends visited me after history class last Tuesday.

I didn’t understand you. Can you repeat that, please?

203Appendix


Group 1: when sentences

When I was in Russia, I bought this.

When we were on the beach, it was cloudy.

When she lived in Australia, she studied English.

When he went to Paris, he visited a museum.

When she saw the letter, she read it.

When I was in China, I watched this.

When I was in the park, she kissed me.

When he was sleeping, the airplane departed.

When I was at the train station, I listened to the radio.

When he was a teacher, he taught math.

Group 2: would you sentences

Would you like tea or coffee?

Would you like some chocolate?

Would you like to go to the museum?

Would you like to play soccer?

Would you like to come to my house for lunch?

Would you like to read a book?

Would you like to study music?

Would you like to visit my brother?

Would you like to go to a restaurant for dinner?

Would you like to send me an e-mail?



1. Ellie sings __________.

2. The food is __________ in this restaurant.

3. Robert is a __________ soccer player.

4. Amy plays tennis __________.

5. It was a __________ year.

6. The dessert tastes __________.

7. Apples are a __________ fruit.

8. The jeans fit __________.

9. The movie was __________.

10. She can read maps __________.

11. This is a __________ suitcase.

12. Laura dances __________.

13. My dad is a __________ cook.

14. The story didn’t end __________.

15. She understands her homework ___________.

205Appendix


Sample Conversation:

Waiter: Hello, my name is Jack. I’ll be your waiter today. How can I help you?

Patron 1: Hi, Jack. What’s the soup of the day?

Waiter: The soup of the day is spicy chicken soup. Would you like to try it?

Patron 1: Yes, that sounds good.

Patron 2: Excuse me, I have a question.

Waiter: Yes?

Patron 2: Can I have a napkin and a knife?

Patron 1: I need a napkin, too. I have one, but it’s dirty.

Waiter: Yes, I have clean napkins. Do you want the soup, too?

Patron 2: Yes, please. What do you have for dessert?

Waiter: We have sweet lemon cake. Would you like dessert today?

Patron 2: Yes, I will have the cake and coffee.

Patron 1: I will have tea with sugar.

(Waiter serves the food.)

Waiter: Here is your soup, and the dessert will be here soon.

Patron 2: This is very good. The chicken is spicy. I like it!

Patron 1: Waiter? Do you have any sugar for my tea? (fade out)



Latin was the language spoken in Ancient Rome. The Romans settled across Europe and had an influence on many languages, including English. Can you identify the Latin part of the English word by its meaning?

Latin Root Meaning Sentence

a. post- after 1. The machine will purify the water and make it pure.

b. sub- under 2. The team ___operated very well when they worked together on the project.

c. -port carry 3. The boy looked at his mom in ___belief because he didn’t think she could come to his game. But she did!

d. -ify make 4. The ____way is a train that travels under the street.

e. dis- not, not any 5. Trucks trans____ heavy equipment long distances.

f. co- together 6. The man wrote a _____script, a note after he signed the letter.

207Appendix


Bethany is driving down the street on her way to her grandfather’s new apartment. He makes them a nice lunch of lemon chicken and potatoes. After they eat, Bethany stays for three hours looking at her grandfather’s old photos of islands, statues, ancient temples, and cities. The best photos are the ones of her grandmother and grandfather camping in a tent, sailing on a sailboat, and skiing near a snowy mountain.

“You have been to so many different places, Grandpa. Which one was the best? Was it Rome? Paris? Moscow?

With a smile, her grandfather says, “The best place was a park near our old house where your grandmother and I used to live. Your grandmother and I loved to walk over there and sit under the lemon tree, talking and talking. It was the only lemon tree in the whole park, but I never took a photo of it.” It made him sad to think that he didn’t have a photo of the tree.

That’s why after she leaves her grandfather’s house, Bethany wants to try to find the park. She wants to take a photo of the tree for her grandfather. The next morning she drives for hours until she finds her grandfather’s old house and the park. She has to walk for a long time in the hot sun all around the park looking for the lemon tree, but she can’t find it. This makes her sad because she thinks that the tree her grandfather and grandmother used to sit under is not there anymore.

Bethany sits down on the grass thinking about her grandfather, when she sees a lemon by her shoe. She looks around her to see where it came from. There is the tree! She takes many photos of it for her grandfather. As she returns to the car, she feels tired, but also happy, because she knows that her grandfather will love the photos.

Copy and cut along lines.


Unit 8, Lesson 5, Appendix D

I 1. This is a building very small. This is a very small building.

C 2. I want you to go with me. _______________________________

_____ 3. Will you dance to me? ______________________________

_____ 4. Tomorrow, we went to the restaurant in John’s car. ________________________________

_____ 5. When I was a child I will learn to ride a bicycle. _________________________________

_____ 6. First I came home, finally, I did my homework, then I went to bed.

____________________________________________________

_____ 7. I will have two potatoes some chicken and a lot of cake. ______________________________

_____ 8. The cat and dog live not at my house. __________________________

_____ 9. We are going to visit my grandmothers house. ________________________________

_____ 10. I would like making a reservation. ____________________________

_____ 11. I want to go skiing sailing and swimming at camp. _________________________

_____ 12. Amy would like to play guitar with us. __________________________

_____ 13. We stayed near the beach. Please bring your swimsuit with you.

___________________________________________________

_____ 14. Where you going? ____________________________

_____ 15. When I grow up, I will travel a lot! ___________________________

_____ 16. The girls mother is laughing in front of the fountain. _____________________________

_____ 17. She’s unpack her suitcase in the hotel room. _____________________________

_____ 18. Do you have a questions? _____________________________

209Appendix

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